P R O B e r u f ProBeruf e.V. Angelika Bühler Arbeitstreffen EP-EvaluatorInnen und der Programm-Evaluation EQUAL, 15. / 16. Dez. 2004, Berlin Mehrwert

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ProBeruf e.V. Angelika Bühler Arbeitstreffen EP-EvaluatorInnen und der Programm-Evaluation EQUAL, 15. / 16. Dez. 2004, Berlin

Mehrwert von Transnationalität Modelle und Methoden

Erfahrungen aus der GI EMPLOYMENT

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1. Hintergrund2. Methoden3. Modelle / TCA4. Ergebnisse

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Die europäische Programmevaluation wurde durchgeführt von der

Forschungsstelle für Berufsbildung, Arbeitsmarkt und Evaluation an der FHVR Berlin und

NEI, Rotterdam

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Europäische Programmevaluation

Nationale Programmevaluation

Projektebene

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Europäische Programmevaluation

Nationale Programmevaluation

EP-Evaluation

EP

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Methoden

1. Fragebogen (98 Fragen für 133 Projekte)2. Interviews mit Projekten (20 Fallstudien, core projects)3. Interviews mit Programmverantwortlichen4. Auswertung der Projektdatenbank5. Interviews / Fallstudien in den einzelnen Nationalstaaten6. Auswertung der nationalen Evaluationsberichte

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ProBeruf e.V. Angelika Bühlerwww.proberuf.de

Arbeitstreffen EP-EvaluatorInnen und der Programm-Evaluation EQUAL, 15. / 16. Dez. 2004, Berlin

Hintergrund

• 1. Unterschiedliche Ansprüche/Erwartungen in den Mitgliedstaaten

• 2. Unterschiedliche Erfahrungen als Voraussetzungen auf Projektebene

• 3. Keine Modellbildung vorhanden• 4. Keine Indikatoren zur Messung• 5. Vorurteile sind virulent auf allen Ebenen

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Different National Approaches:

French report interviews and panels (qualitative way), German report survey of all projects using a set of indicators

(the number of partners, the degree of complementarity).Belgian report in terms of the mode of production and the character

of products of transnational co-operation

Others are relying on case studies or on the projects activity reports

Different Typologies: UK emerging, functional and dysfunctional partnershipsNorthern Ireland different stages: initial contact - learning from each other –

doing things together.

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Mehrwert

Beitrag zur Verbesserung von:• EU-Verständnis• Thematischer Ansatz• Politik-Ansatz• Lernen aus Verschiedenheit• Modellbildung• konzeptionelles Arbeiten• Interkulturelle Kompetenz

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bag arbeit,Fachtagung : Wirkungen arbeitsmarktpolitischer Maßnahmen, 30. Nov. / 1.Dez. 2004, Berlin

GesamtInhaltliche Impulse für die Arbeit 66,1%Interkultureller Kompetenzgewinn der Mitarbeiter/innen 61,1%Entwicklung neuer Projektideen 46,4%Neue EU-Projekte auf Basis entstandener Kontakte/Partnerschaften 23,8%Verbesserung der Sprachkompetenz bei den Mitarbeitern/innen 19,2%Aufwertung des Trägers durch transnationales Image 16,3%

Mehrwert der transnationalen Zusammenarbeit für die befragten Projekte der ersten Förderperiode

61,1%

46,4%

23,8%

19,2%

16,3%

66,1%

0% 10% 20% 30% 40% 50% 60% 70%

Inhaltliche Impulse für dieArbeit

InterkulturellerKompetenzgewinn der

Mitarbeiter/innen

Entwicklung neuerProjektideen

Neue EU-Projekte auf Basisentstandener

Kontakte/Partnerschaften

Verbesserung derSprachkompetenz bei den

Mitarbeitern/innen

Aufwertung des Trägersdurch transnationales Image

© FHVR-FBAE

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What was the purpose of the transnational co-operation?• Exchange of information• To obtain new ideas from foreign partners• To transfer one’s own ideas to other countries• To improve the quality of the innovation• Joint development of an innovation• No purpose (co-operation was required)

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Costs:What was the share of the financial resources needed for the transnational activities of the project (indicate as a percentage of the total resources available for the project)?

1. Did the transnational partnership have a common budget for the transnational activities?

2. Did the transnational co-operation rise the planned costs for transnational activities?

Modelle transnationaler Partnerschaften

Modell 1 Modell 2 Modell 3 Modell 4

Gegenseitiges Kennenlernen und allgemeiner Erfahrungsaustausch

Parallele Entwicklung von

Innovationen

Import/Export von innovativen Lösungsansätzen

Gemeinsame Entwicklung innovativer

Lösungsansätze

(Teil-) Modell 5

Austausch von Teilnehmern/innen und/oder Ausbildern/innen

(als ergänzende Aktivität)

im Zeitverlauf zunehmende Komplexität © FHVR-FBAE

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Which of the following models of transnationality resembles most the kind of activities that were undertaken in the early stage of the transnational partnership?

The first model is called: Getting to know each other and exchanging experiences.The main activities undertaken under this model are the exchangeof national experiences by presenting the own project and the national context of the project to the partners, so they get an idea and learn about the specific national situation

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The second model is called: Parallel development of innovative approaches. The main activitiesundertaken under this model are the independent development of innovative approaches or methods or modules in each project nationally and exchanging the hereby made experiences with the partners

The third model is called: Import, export or adoption of innovative approaches. The mainactivities undertaken under this model are the transfer of approaches,methods, modules from one partner to the other

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The fourth model is called: Joint development of innovative approaches. The main activities undertaken under this model are the common development of curricula or methods or projects or training modules by the partners)

model five: Exchange of trainers, staff and/or trainees: please indicate respectively trainers, staff or trainees:

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Results from national reports:

•content of transnational activities, it is mainly restricted to mutual information and exchange. •Typical activities are meetings and conferences as well as theexchange of information and material. •Contacts on management level seem to be more commonthan meeting of staff. •The exchange of beneficiariesis only rarely found in comparison •Only few project networks are reported to be working on common •products (development of training modules etc.).

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Role of Experience

The more matured project partnerships - indicated by the mentioning of pre-existing experience in co-operation - are several times reported to be more successful partnerships. They seem to have been successful in overcoming some problems - reported are cultural and language problems, but perhaps also some aspects of compatibility of partners are important here.

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InnovationThe transnational co-operation at its best did stimulate the projects to achieve innovative results. The kind of stimulation, however, is manifold: The partners were used as a tool and instrument, as a mirror, or source of innovative approaches and for re-thinking, to compare and measure the performance rate in the project's organisation (inner world) and in the outer world of the project.

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Innovation

The chances to make use of transnational co-operation for innovation are best when the projects are working in similar field and thematic focus points can be found on which to concentrate the transnational work.

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Influence on Innovation

The use of transnational co-operation for a project's innovation can perhaps best be described as offering the project a base for reflection. The transnational work is based on a more abstract level, it forces the national projects to present and generalise their outputs, which creates possibilities for innovation. It means checking one's own approach and quality with that of the partners, realising the weaknesses, but also the strengths of one's own work……

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Innovation:

The first model of transnational cooperation (getting to know each other) is most likely to support the transfer of process-oriented innovation between the project promoters.

Both, the transfer of goal-oriented and of context-oriented innovation need more intensified forms of transnational cooperation as well as the involvement of additional actors active on regional or national level.

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Innovation

It is not yet clear if and how transnational co-operation can contribute to innovation and/or to the labour market effects of the local project. By learning from each other, an innovative impulse for further development could be transferred and implemented into the project, which not necessarily is reflected directly in increasing labour market performance levels of the beneficiaries. On the other hand, there could also be direct effects on the labour market performance levels, e.g. by exchanging beneficiaries and hereby improving their chances for employment due to additional experience and qualification.

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The projects were also asked to give some examples and statements on the influence of and inputs made by the partners.

The answers can be structured as follows: a.) the main influence was on management and staff performances as there are new and different ways of comparing one's own work, and of sharing and reflecting experiences. b.) of new ways of structured evaluation because the transnational work itself was evaluated as well as c.) the developing of a broader context for the local project because the transnational work forced the projects to do so

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Factors needed for success:

•the pre-existing experience in co-operation. •the establishment of partnership is requiring time and• human resources. •therefore pre-existing experiences with national partners could contribute to diminish the actual learning costs and are important in strengthening the actual co-operation.

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Vielen Dank für Ihre Aufmerksamkeit!

Kontakt: [email protected].

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Arbeitstreffen EP-EvaluatorInnen und der Programm-Evaluation EQUAL, 15. / 16. Dez. 2004, Berlin

Table 5.7

Achieving innovative results by

N=103b) % N=29c) %

combining approaches transferred throughout the partnership 37 35.9 11 37.9creating together with the transnational partners new approaches 31 30,1 7 24,1transferring approaches from the transnational partner projects to own project 22 21,4 7 24,1

1st round 2nd round

Documents

P R O B e r u f ProBeruf e.V. Angelika Bühler Arbeitstreffen EP-EvaluatorInnen und der Programm-Evaluation EQUAL, 15. / 16. Dez. 2004, Berlin Mehrwert