Impact and

Sustainability in

Forward-Looking

Cooperation

Projects

Once upona time…

Call for Proposals

In responding to the Call, you declared interest in:

identifying, testing, developing and assessing innovative approaches - in the fields of

education, training and youth - that have the potential of becoming mainstreamed

providing in-depth knowledge, effective methodologies and tools - that help policies to develop - as well as conclusions relevant

for policy makers at all levels

supporting transnational cooperation and mutual learning on forward-looking issues

facilitating the collection and analysis of substantive evidence, allowing responsible authorities to develop new, innovative and

effective policies and practices

delivering solutions - to current or future challenges -which have the potential to improve and/or transform

policies and practices and which can have a sustainable and systemic impact on Europe’s

education, training and youth systems

Application Form

In submitting your Application, you confirmed:

indicators and targets against which successful project delivery would be

able to measured

measures to ensure the appropriate dissemination and exploitation

(mainstreaming and multiplication)of project outcomes and results

mechanisms for reaching targetaudiences in addition to wider

stakeholders and the general public

how project outcomes would strengthen innovation in policy and practice in the

priority area being addressed

goals for systemic change and long-term impact with a view to improving, advancing or developing

new policy actions within and beyond theparticipating partner countries

Assessment & Selection

In selecting your Project, we acknowledged:

the potential for impact at nationaland European and/or sectoral levels

the potential to deliver innovationin existing practice… strengthening

the existing landscape

the potential to access and involve predefined target audiences as

well as to inform wider stakeholdersand the general public

the potential for mainstreamingupscaling and multiplication of thecore project outcomes and results

the potential for longer-term impactwith a view to improving, advancing or

developing new policy actions

Know your contribution…

EUROPE 2020 AND ET2020OBJECTIVES AND TARGETS

FIELD-SPECIFIC GOALS AND TARGETS

(E.G. HE MODERNISATION; RIGA 2015)

SUSTAINABLE DEVELOPMENT IN PARTNER

(NON-PROGRAMME) COUNTRIES

OBJECTIVES OF RENEWED

FRAMEWORK FOR YOUTH

OBJECTIVES FOR DEVELOPING A

EUROPEAN DIMENSION IN SPORT

PROMOTION OF EUROPEAN VALUES(ARTICLE 2 OF TREATY ON EU)

STRATEGIC OBJECTIVE

Making Lifelong Learning and Mobility a Reality

STRATEGIC OBJECTIVE

Improving Quality and Efficiency in Education and Training

STRATEGIC OBJECTIVE

Promoting Equity, Social Cohesion and Active Citizenship

STRATEGIC OBJECTIVE

Enhancing Creativity and Innovation (including

Entrepreneurship) at all levels of Education and Training

2020 TARGET 3% investment in Research and Development

2020 TARGET 75% Employment among 20-64 year olds

2020 TARGET Reduction of Early School Leaving to < 10%

2020 TARGET 40% completion of Tertiary Education (30-34 yr olds)

2020 TARGET 20 million fewer people at risk of Poverty

ET 2020…a new strategic framework

for European cooperation in

education and training

Europe 2020…a strategy for smarter, more

sustainable and more

inclusive growth

Erasmus+…a single programme for

education, training, youth and sport that aims to contribute

to the achievement of:

Policies, Frameworks and Erasmus+

Know your responsibility…

Three Key Actions

Key Action 3Support for Policy Reform

Key Action 2Cooperation for Innovation and

Exchange of Good Practice

Key Action 1Learning Mobility of Individuals

Understanding Impact

Value for Money Objectives

Impact

Implementation

Capacity-building

Engage-ment

5. Strategic Benefit

4. Impact Aspirations and Needs

3. Required Participation

Actions

2. Stakeholder Knowledge &

Awareness

1. Engagement of

Stakeholders

L5. Benefit to Cost-Ratio

L4. Legacy Outcomes

L3. Action Outcomes

L2. Learning Outcomes

L1. EngagementSTRATEGIC

ALIGNMENTOUTPUTS & OUTCOMES

START END

PROJECTPLANNING MONITORING & EVALUATION

Shared Thoughts and Perceptions

Some Interaction Required!

Testing, Testing

Brussels is the Capitalof Belgium?

Testing, Testing

Toronto is the Capitalof Canada?

Delivering Impact

Impact is easy… first you develop,

then you test, then you deliver…?

To

re

du

ce

dis

pa

ritie

s in

le

arn

ing

ou

tco

me

s a

ffe

ctin

g le

arn

ers

fro

m

dis

ad

va

nta

ge

d b

ackg

roun

ds

Level 1: ENGAGEMENT

Engage key stakeholders who will help achieve the project purpose.

Level 2: LEARNING / CAPACITY BUILDING

Improved knowledge and understanding of effective approaches to reducing disparities;

Individuals (e.g. teachers/trainers) improved their capacity toeffectively address discrimination in school.

Level 3: APPLICATION / IMPLEMENTATION

New approaches implemented at institutional/organisation level.

Level 4: LEGACY IMPACT

Policy changes and/or new approaches to reducing disparities in education and training implemented at system level.

Impact Chain - Priority 1

ImpactMeasures

The easiest way to

measure impact is

through contact with

the involved

stakeholders?

• policy changes for improving education/training systems implemented in at least 3 of the participating countries;

• number of education and training providers mainstreaming new creative, inventive and unconventional approaches;

• number of innovative approaches successfully piloted and strategies for upscaling (at national level) developed and agreed with respective policy-making organisations.

improved education or

training systems

• % of participating education and training providers reporting increased numbers of enrolled learners from disadvantaged backgrounds;

• % of marginalised learners in the participating organisations improving learning performance;

• % of involved education and training providers reporting improved participation of disadvantaged learners in the life of learning communities;

• % of drop-outs reduced among participating education and training providers.

enhanced quality (of)

and inclusion (in) education

or training systems

Goals, Targets and Indicators

• you might already know how many learners or teachers you will involve but how will you measure improved performance (learners), improved capacity (teachers) and improved quality in products or services (stakeholders)?

qualitative and quantitative targets are

equally important

• confirm goals and targets for involvement and improvement, ensuring that data is gathered at key stages in the project, with a view to measuring participation, change and improvement.

• at the project end, there are clear benefits to marketing participation, change and improvement (when you have the data).

consider complementary

actions that take place

before, during and after core

delivery

Quality, Quantity and Timing

Impact Promotion

Workshops, conferences and media campaigns

are important steps towards securing

impact?

To

re

du

ce

dis

pa

ritie

s in

le

arn

ing

ou

tco

me

s a

ffe

ctin

g le

arn

ers

fro

m

dis

ad

va

nta

ge

d b

ackg

roun

ds

Level 1: ENGAGEMENT

Engage key stakeholders who will help achieve the project purpose.

Level 2: LEARNING / CAPACITY BUILDING

Improved knowledge and understanding of effective approaches to reducing disparities;

Individuals (e.g. teachers/trainers) improved their capacity toeffectively address discrimination in school.

Level 3: APPLICATION / IMPLEMENTATION

New approaches implemented at institutional/organisation level.

Level 4: LEGACY IMPACT

Policy changes and/or new approaches to reducing disparities in education and training implemented at system level.

Impact Chain

Impact and Promotion

There are clear benefits to having large audiences hear the same message at a single conference or event, or through widely promoted media outlets (including social media) but, as participants begin to relay the message back, how much of the original message is retained?

What can you do to ensure that information is delivered and cascaded whilst retaining the depth and quality of the original message (particularly important where attempting to deliver change and improvement beyond the initial cohort of individuals or institutions)?

- consider events, platforms and materials that are complementary (work hand-in-hand);

- target media to specific audiences - Facebook is not for everybody and a 200-page publication might not get read by busy policy-makers;

- consider languages and accessibility: even if your partners speak excellent English, wider dissemination audiences might not;

- agree on common strategies for dissemination, exploitation and sustainability: a single vision possibly with local interpretation.

Impact, Dissemination and Exploitation

Scale and Breath of

Impact

Exploitation

Dissemination

Impact and Actors

Policy level impact will only be achieved through involving

high-level actors and decision makers?

Stakeholders come in all shapes and

sizes and might include:

• policy and decision makers

• teachers and trainers

• students and learners

• managers and staff (peers)

• professional / sectoral bodies

• local / regional authorities

• chambers of commerce

• researchers / think tanks

• companies / entrepreneurs

• guidance counsellors

• recruitment specialists

• awarding bodies

• mobility practitioners

Stakeholder audiences also exist in multiple

environments, such as:

o INSTITUTIONAL: managers and peers

benefitting from lessons learned or through

accessing newly-developed curricula,

processes or materials;

o PROFESSIONAL: promoting tools and

methodologies alongside your own delivery

successes and achievements;

o POLITICAL: promoting your own

successes, at local or institutional level, and

prompting systemic change and

improvement (a key element of KA3-FLC).

In all such cases, there is generally a need

for supporting (pre- and post-delivery) data.

Impact Culture

In all that we do, we need to consider the potential for impact first and foremost?

Problem-Need

Consultation-

Validation-Checking

Change-Improvement

Note: Validation can be interpreted

differently by different audiences.

In a mobility sense, validation is

often taken to mean the process of

reviewing and accepting (or

rejecting) assessment processes

and results.

In development terms, this often

centres on the process of seeking

input from one or more

stakeholder audiences (at key

stages) to confirm the relevance

and usability of that being

developed and delivered.

ContinuingRelevance

Continuing Innovation

I had a dream…

I have a dream…

Timing and Impact

Develop first and think about

impact later?

If not now,

when?

Hiller the Elder

(and Mikhail Gorbachev)

Promoting Achievement

Exploiting Results

Instigating Change

Confirming Need

Developing Solutions

Testing and Validating

Just in case you missed it… impact should be an inherent part of all that you do… and should be in your mind throughout the delivery of your project!

Sustainability

Technical

Practical

Technical

ICT VLE OERConsider Tools and Materials and Erasmus+

Requirements for Free, Open and Online Access.

There is also a fundamental need to ensure:

discoverability, accessibility, interoperability

(platforms) and adaptability.

PracticalConsider what your project will leave behind…not everything is tangible (e.g. success stories,

lessons learned, increased capacity) but everything has an potential audience.

Confirm ambitions for updating and maintaining outputs or for continued service delivery and be

realistic in terms of required financing, future roles and the expected lifetime.

If policy level change is the ultimate goal, consider if and how your contribution might be

maintained or sustained.

And finally…

Impact and Sustainability: What to Remember

Systemic Evidence-based

Impact and Change

Engage Key Stakeholders

from the outset… and Secure their

Involvement

Develop, Pilot and Implement

Spread and Embed

Consider Sustainability at an Early Stage

Gather Evidence of Progress and

Impact

Confirm Tools and Strategies

for Impact Measurement

Questions?