Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (6)
Similar to ScoutsNI Engagement Framework Powerpoint Presentation
Similar to ScoutsNI Engagement Framework Powerpoint Presentation (20)
Recently uploaded
Recently uploaded (20)
ScoutsNI Engagement Framework Powerpoint Presentation
- 1. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Engagement Framework Training for Youth Leaders For Groups registered with EA
- 2. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Session Aims Describe the Engagement Framework Apply the engagement framework - assign a young person to a category within it. Describe the benefits of the engagement framework. Identify suitable records that could be retrained to support the process
- 3. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Background and purpose Assign a young person to a category within the Engagement Framework The benefits Identify evidence that will support the Engagement Framework return from your youth group. Evaluation and Close
- 4. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Engagement Framework Background and Purpose
- 5. Engagement Framework Training for Youth Leaders Winter/Spring 2017 OUTCOMES WORKING GROUP Youth Service Sectoral Partners Group/RYDP Outcomes Action Group
- 6. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Membership varied, at March 2016 it included EA, YCNI, NIYF, Youthnet, Voluntary Sector Reps, ETI and UUJ. Pre-consultation on Priorities for Youth in 2009 formally asked both youth workers and young people what they thought the outcomes of youth work were. Outcomes Working Group
- 7. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Feedback was summarised, refined and developed to produce both the outcomes and engagement framework. Outcomes Working Group
- 8. Engagement Framework Training for Youth Leaders Winter/Spring 2017
- 9. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Policy Directive EA, in consultation with sectoral stakeholders, will design a framework of expected outcomes for all types of provision, proportionate to the support provided and in line with the RYDP. [Priorities for Youth, Action 4.6.4] 9
- 10. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Policy Directive Robust qualitative and proportionate reporting systems, along with clear performance indicators and measurable evidence of progress and achievement of the young people, will demonstrate the contribution of youth work to improved educational outcomes for young people and, consequently, it’s public value. [Priorities for Youth, Para 4.4 ] 10
- 11. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Reporting Engagement Framework Applies to all those registered with EA, has been piloted, its purpose is a standardised system for collecting data on the number of young people taking part in youth services, data will be collected using a single question as part of the annual monitoring return - (currently referred to as the NIYSA/YS1); Outcomes Based Reporting (OBR) Based on the Outcomes Framework. Applies to those in receipt of more significant funding from EA, its purpose to gather measureable evidence using performance indicators, data collection to be decided following the current pilot.
- 12. Engagement Framework Training for Youth Leaders Winter/Spring 2017 The Education Framework requires you to: To collect, in a standardised format, information from all Education Authority (EA) registered youth groups and organisations on the initial impact of the work they undertake with children and young people. Reporting
- 13. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Using the guidance notes provided consider and assign each young person in your section to one of the categories of engagement. Count each person in one category only. The total number should be equal to the total number of your membership. Application Practice
- 14. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Engagement Category Number Contact Engagement Active Participation Maximising Potential Total The Engagement Framework… These are NOT hierarchical; each category is equally valid
- 15. Engagement Framework Training for Youth Leaders Winter/Spring 2017 o More information on these is in the guidance notes. o You can choose to use one of the sets of indicators to help you assign o Or you can move between the sets of indicators Intensity and commitment of engagement Distance travelled (progression) for children and young people Children and young people’s influence in decision making Three indicators
- 16. Engagement Framework Training for Youth Leaders Winter/Spring 2017 ENGAGEMENT CONTACT MAXIMISING POTENTIAL Children and young people’s influence in decision making Intensity and commitment of engagement Distance travelled (progression) for children and young people Children and young people’s influence in decision making ACTIVE PARTICIPATIO N
- 17. Engagement Framework Training for Youth Leaders Winter/Spring 2017 ENGAGEMENT CONTACT ACTIVE PARTICIPATIO N MAXIMISING POTENTIAL Children and young people’s influence in decision making Intensity and commitment of engagement Distance travelled (progression) for children and young people Children and young people’s influence in decision making
- 18. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Using the Engagement Framework sheets discuss the examples outlined and assign each to a category within the Engagement Framework. Complete the group record sheet and report back. There is no right or wrong response, only the considered, professional judgement/response of those involved
- 19. Engagement Framework Training for Youth Leaders Winter/Spring 2017 reflect on The Engagement framework reporting process allows you as a leader to: oReflect on the level and range of young people’s engagement with your section. oIdentify what has went well, what could be improved, innovations and ways to encourage. oIntroduce higher levels of possible youth involvement and improved learning outcomes The Benefits
- 20. Engagement Framework Training for Youth Leaders Winter/Spring 2017 … The process will complement existing reflective, planning and quality assurance processes.
- 21. Engagement Framework Training for Youth Leaders Winter/Spring 2017 It will help groups and the EA to articulate the value and initial impacts for children and young people of participation in youth service provision. …initial impact
- 22. Engagement Framework Training for Youth Leaders Winter/Spring 2017 It will enhance the level and quality of the data reported to the Department of Education - moving from the collection of numbers to engagement and initial impact.
- 23. Engagement Framework Training for Youth Leaders Winter/Spring 2017 It can be used to promote the value of youth work to a range of external stakeholders and investors. Because it is seen as a one off annual reflective exercise, it is recommended that you complete the Engagement Framework exercise with your team of leaders. If possible, making use of existing annual planning and review activities.
- 24. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Supporting Documentation o Programme Plans o Attendance records o Session notes o Evaluation forms o Badge work records o Photos, videos, presentations o reports o Press coverage o consultations o forums
- 25. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Include in your notes where your evidence is located/filed for reference Maximising Potential Active Participation EngagementContact Rationale and evidence location Maximising Potential Active Participation EngagementContact Maximising Potential Active Participation EngagementContact Maximising Potential Active Participation EngagementContact Rationale and evidence location Rationale and evidence location Rationale and evidence location
- 26. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Engagement Category Number Contact 3 Engagement 24 Active Participation 30 Maximising Potential 11 Total 68 The Engagement Framework The table below is what you submit to the EA. Evidence needs to be retained for future monitoring
- 27. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Think of 4 young people from your section Mixed ages at different levels Think of those who are dropping in, those are volunteering to do more and some in between Reflect on each persons’ engagement… is it contact, engagement, active participation or maximising potential?
- 28. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Engagement Framework to be issued as part of the revised NIYSA/YS1. Next steps Annual monitoring forms returned as part of annual monitoring process. March 2017 May/June 2017
- 29. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Reflection, sample monitoring and moderation of Engagement Framework returns to be agreed. Implementation of any resulting recommendatio ns for improvement. Next steps July/August 2017 Autumn 2017
- 30. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Great Got it! Helpful Meh! Not sure Didn’t get it
- 31. Engagement Framework Training for Youth Leaders Winter/Spring 2017 Help and Advice Education Authority Norma Rae 028 90566200 Norma.Rea@eani.org.uk
Editor's Notes
- Outline the agenda for the evening.
- The background to the Engagement Framework goes back to this working group. It existed for a number of years and was know by a range of different names. If your audience is not familiar with working groups – they are the ways by which Government consults with relevant representatives in order to bring forward new developments. Depending upon your audience – you may wish to note: That the voluntary sector representatives included Youthnet, those from uniformed organisations, Youth Action. At one stage, all five ELBs sat on the group, this become one representative when EA was established. The main point is that often when developments such as the Engagement Framework appear – they can feel new… but the engagement framework origin can be tracked back to 2009, and the Priorities for Youth consultation. Since then there have been a number of other consultations. Priorities for Youth? Do people know what Priorities for Youth (PfY) is?? You may wish to bring a COPY of PfY to show at this stage. Note: The Engagement Framework is adapted from the examplar provided at Appendix 1 of Priorities for Youth (PfY). In 2009, the Department of Education consultation on Priorities for Youth asked both youth workers and young people what they thought the outcomes of youth work were. Did anyone in the room feed into this consultation?…. A large number of young people and youth organisations did. The feedback from this exercise was summarised, and developed to produce the engagement framework and a separate reporting system – the Framework of Expected Outcomes. Other notes: the Working Group Acted as the Youth Service Sectoral Partners Group (YSSPG) from 2012 – becoming known as the Outcomes Working Group sometime before 2015. It then acted as a RYDP Action Group between Jul 15-Mar 16 this ‘re-constituted’ Outcomes Action Group included ETI.
- What is probably more relevant now is the current Policy Directive within Priorities for Youth which continues to drive the work on the engagement and outcomes work forward. This is the text within Priorities for Youth which relates directly to this work… You do not need to read it out – suffice to say that the rationale underpinning both the engagement framework and the outcomes framework is proportionate reporting systems. And it was the role of the working group just mentioned to take this policy directive and operationalise it.
- What is probably more relevant now is the current Policy Directive within Priorities for Youth which continues to drive the work on the engagement and outcomes work forward. This is the text within Priorities for Youth which relates directly to this work… You do not need to read it out – suffice to say that the rationale underpinning both the engagement framework and the outcomes framework is proportionate reporting systems. And it was the role of the working group just mentioned to take this policy directive and operationalise it.
- Again – you do not need to read out this slide… it is here simply to make the following point: There are the two levels of reporting – notably at different stages of development. A pilot of the Engagement Framework was carried out between December 2015 and March 2016, it included 37 individuals from 32 different settings and this presentation and guidance is based on the learning from that pilot. A pilot of the OBR approach is in the process of being rolled out.
- The proposed question to gather data on the engagement framework will look like this. Note the four categories of engagement - Contact - Engagement - Active Participation – Maximising Potential and these are NOT hierarchical (hence avoid using the term ‘levels’). In this sense all categories are equally valid. Aim: To collect, in a standardised format, information from all Education Authority (EA) registered youth groups and organisations on the initial impact of the work they undertake with children and young people. Some key points to note: 1. The aim is to allow all youth groups to report on initial impact of their work. 2. It is not an evaluation of the groups work with children and young people, nor will it require units to track the progression of an individual young person from year to year. 3. It is designed to be generic i.e. suitable for one night per week volunteer led provision through to full-time centre based work, area projects – and everything in between. 4. There is no right or wrong response, only the considered, professional judgement / response of those involved.
- Turning then to the indicators. So you CAN (if you wish) use one column of indicators to assign all children and young people to the most appropriate category. BUT you don’t need to have matched the young person to an indicator in all 3 columns (matched to an indicator in one column is sufficient). And you can of course ‘mix and match’. Remember it’s the most appropriate category of engagement based on your considered opinion and assessment of the individual child and young person – at that time in their lives… and over the course of the past year. Everything is contextual. For example, you may have a young person with a learning disability or additional needs in your group who is attending one night per week to meet with peers and might take part in ad-hoc arts activities; for that child you might assign them to the category of Maximising Potential as it is significantly contributing to that child’s improved health & well-being and/or the development of positive relationships with others. “Maximising” in the sense that they are making the most of their potential. Option to play video clip at this point. Stopping at each example and inviting groups to guess which category has been assigned. Stop video at the end of the ‘Colin’ example.
- Highlight that all participants have a full copy of the Engagement Framework in their pack within the guidance sheet and ask them to locate it. Have a copy nearby to show them. Take time to highlight where the categories of engagement are – and for participants to note and read out the column noting the intensity and commitment of engagement indicators as a first step to putting meaning to each descriptor. Note: The four categories for engagement are not intended to be an exhaustive list; and should allow for changing and dynamic membership - i.e. young people moving in and out of the different categories. Some further points to note: 1. Groups are not being asked to report on anything else, e.g. staff training/development, governance matters or the specifics of your practice. 2. It will not be used to decide on future funding or the allocation of resources.
- Highlight that all participants have a full copy of the Engagement Framework in their pack within the guidance sheet and ask them to locate it. Have a copy nearby to show them. Take time to highlight where the categories of engagement are – and for participants to note and read out the column noting the intensity and commitment of engagement indicators as a first step to putting meaning to each descriptor. Note: The four categories for engagement are not intended to be an exhaustive list; and should allow for changing and dynamic membership - i.e. young people moving in and out of the different categories. Some further points to note: 1. Groups are not being asked to report on anything else, e.g. staff training/development, governance matters or the specifics of your practice. 2. It will not be used to decide on future funding or the allocation of resources.
- Divide participants into small groups and circulate engagement framework record sheet. Briefly outline that groups are to discuss the examples provided and assign each example to a category within the Engagement Framework. What distinguishes or what characterises ‘Contact’ from ‘Engagement’ or ‘Engagement’ from ‘Active Participation’ blurs a little around the edges; at that point it is down to your considered/professional judgement and your knowledge of the individual children and young people you are working with. “Professional” in the sense that practitioners - both volunteer and paid - are legally, ethically and morally obliged to conduct their work to the highest possible standards and to be accountable for their actions, (NSETS Endorsement Guidance). Also note: 1. Where you assign children and young people may depend entirely on the social, educational and economic context within which your group operates, any individual special circumstances and/or the barriers to learning young people in your membership may face. 2. It is recognised that for a variety of reasons, and not all of them within your or their control, young people’s engagement will not be static; it will be dynamic and constantly changing. You are asked to select the most appropriate category that they engaged at during the period you are reflecting on. 3. It is important to think about all young people – even those who may have moved on in the period – as they may have moved on to other programmes (having already banked the quality learning experience you have offered them) or they may have dropped out of youth service provision altogether (for whatever reason). But they were on your books in the period under review and you should then reflect their level of engagement in the annual return.
- You may wish to remind participants: The engagement framework is not an evaluation of your work with children and young people. Evaluation is a much more detailed, planned, longer term process. The Engagement Framework is intended as a proportionate annual exercise designed to capture and reflect the degree to which children and young people are engaging in your club, unit or project. It will not require you to track the progression of an individual from year to year; and It will not be used to decide on, e.g. future funding or the allocation of resources.
- You may wish to remind participants: The engagement framework is not an evaluation of your work with children and young people. Evaluation is a much more detailed, planned, longer term process. The Engagement Framework is intended as a proportionate annual exercise designed to capture and reflect the degree to which children and young people are engaging in your club, unit or project. It will not require you to track the progression of an individual from year to year; and It will not be used to decide on, e.g. future funding or the allocation of resources.
- You may wish to remind participants: The engagement framework is not an evaluation of your work with children and young people. Evaluation is a much more detailed, planned, longer term process. The Engagement Framework is intended as a proportionate annual exercise designed to capture and reflect the degree to which children and young people are engaging in your club, unit or project. It will not require you to track the progression of an individual from year to year; and It will not be used to decide on, e.g. future funding or the allocation of resources.
- You may wish to remind participants: The engagement framework is not an evaluation of your work with children and young people. Evaluation is a much more detailed, planned, longer term process. The Engagement Framework is intended as a proportionate annual exercise designed to capture and reflect the degree to which children and young people are engaging in your club, unit or project. It will not require you to track the progression of an individual from year to year; and It will not be used to decide on, e.g. future funding or the allocation of resources.
- You may wish to remind participants: The engagement framework is not an evaluation of your work with children and young people. Evaluation is a much more detailed, planned, longer term process. The Engagement Framework is intended as a proportionate annual exercise designed to capture and reflect the degree to which children and young people are engaging in your club, unit or project. It will not require you to track the progression of an individual from year to year; and It will not be used to decide on, e.g. future funding or the allocation of resources.
- Circulate the Engagement Framework: An example from my youth work setting - Feedback Sheet Note that if there are individuals from the same setting they should work together. You may choose to gather these sheets in for feedback and the development of your own resources. Note to Trainers: In some cases the person attending the training may not be the person who will eventually complete the Engagement Framework return. So it will be important to check that out, and ask those people to put themselves in the place of the person (or people) who will be completing it. When the participants in the training have completed the task above, it is essential that you use this time to answer any questions or queries they have as well as generate and facilitate a discussion between participants on: 1. How difficult or easy did you find the task? (if some participants report finding it a difficult task, ask if any one else found it easy and ask them to share how they approached it) 2. Can you see how it would work by breaking down your membership into the age groups or sections you normally organise your club, unit or project around? 3. Do you think it is a process that you can involve your staff/volunteer team in? 4. Where participants able to identify existing reflection and planning/quality assurance practice where this could fit? Give examples. 5. What kind of information did you record as the evidence for assigning each young person?
- Circulate the Engagement Framework: An example from my youth work setting - Feedback Sheet Note that if there are individuals from the same setting they should work together. You may choose to gather these sheets in for feedback and the development of your own resources. Note to Trainers: In some cases the person attending the training may not be the person who will eventually complete the Engagement Framework return. So it will be important to check that out, and ask those people to put themselves in the place of the person (or people) who will be completing it. When the participants in the training have completed the task above, it is essential that you use this time to answer any questions or queries they have as well as generate and facilitate a discussion between participants on: 1. How difficult or easy did you find the task? (if some participants report finding it a difficult task, ask if any one else found it easy and ask them to share how they approached it) 2. Can you see how it would work by breaking down your membership into the age groups or sections you normally organise your club, unit or project around? 3. Do you think it is a process that you can involve your staff/volunteer team in? 4. Where participants able to identify existing reflection and planning/quality assurance practice where this could fit? Give examples. 5. What kind of information did you record as the evidence for assigning each young person?
- Highlight that it is essential participants complete the evaluation as honestly as possible to help ensure a further training and support needs are identified for individual groups or the sector generally.