BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, 14195 Berlin 1 Final Evaluation: Selected Results Some remarks on the Programme

BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

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Final Evaluation:Selected Results

Some remarks on the Programme BLK-“21“ Data Motivations of teachers Competency gains of teachers Competency gains of pupils Participation (pupils) Forms of establishing and stabilising ESD Further implementation and dissemination some relationships


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Some remarks on the Programme BLK-“21“

Interdisciplinary Knowledge

Aspects: Syndromes of global change Sustainable Germany

Environment and DevelopmentMobility and SustainabilityHealth and Sustainability

Content Area 1


3


Content Area 2

Participation and Learning

Aspects: Together for a sustainable cityTogether for a sustainable

countrysideParticipation in thelocal Agenda 21 processDevelopment of sustainabilityindicators


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Content Area 3

Innovative Structures

Aspects: School profile sustainibilitySustainibility auditing in schoolsStudent enterprises andsustainable economyNew forms of externalcooperation


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Some remarks on the Programme BLK-“21“: Evaluation

Phase I – summative evaluation475 teachers active in program ESD efforts interviewed 126 headmasters interviewed.

Qualitative study(32 Interviews at 16 schools)

Standardised survey(81 progressing schools)

Phase II – formative evaluation

Phase III – final Evaluation (standardised survey)357 teachers active in ESD efforts interviewed1564 students (grades 8 – 13) and 80 headmasters interviewed


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Data

Percentages of returned questionnaires

The data available are representative for the BLK-Programme „21“

0 10 20 30 40 50 60 70 80 90 100

teachers

pupils

%

returned not returned


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DataPercentages of returned questionnairesper content area

0

10

20

30

40

50

60

interdisclipinaryknowledge

participativelearning

innovativestructures

%

teachers pupils


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Motivations of teachers involved The motivations of active teachers remain at a solid high level throughout the 5 years program runtime. Perceived responsibility for students and society, perception of own duties, and readiness for innovations play a central role for teachers. Building an own profile and incentives are less important. These findings are true for teachers that are involved in the program since ist beginning as well as for those who joined 2002 and later.


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Motivations of teachers involvedResponsibility, dedicationAs a teacher I am a good example for my pupilsIt is my duty to make a contribution to SD

Innovation, interestI am interested in SDOpportunity to try innovative approachesSD enriches my lessons and classes

Profile building and incentivesBetter pedagogical opportunitiesIncentives (e.g. recognition, time)

until 2002 since 200281,3% 77,1%

88,1% 85,2%

94,3% 93,7%91,0% 81,6%86,1% 82,2%

64,9% 59,3%45,4% 33,9%

Impr

otan

t + v

ery

impo

rtant

N=184 70


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Competency gains of teachers involved(Usefulness of programme involvement)

Factor 1: Competencies for school practice (54,1%, α=.90 ) knowledge of methods to teach complex issues better communication to other school stakeholders better understanding of interdisciplinary competencies of pupils knowledge how to handle innovative methods

Factor 2: SD Competencies (10,7%, α=.89 ) Better understanding of the term sustainable development Enhanced knowledge about the SD issue as a whole more opportunities to integrate SD questions in different subject areas

N=357


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Competency gains of pupils

... From the teachers‘ point of view

Factor 1: SD Competencies (51,8%, α=.88 ) Pupils find orientation in complex issues realise the most important signals of global environmental change understand interdepence of ecological, economical and social factors

Factor 2: general competencies (10,9%, α=.90 ) pupils work constructively in teams pupils display phantasy und creativity pupils are able to communicate plans and results of their work

N=357


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... From the pupils‘ point of view

3 groups: high competency increase in all areas (49,8%, N=1479) competency increase with exceptions (39,8%) low competency increase in all areas (10,4%)

The Answers of the pupils do not only show an increase in knowledge. There is also evidence that there is an increase

in SD favourable attitudes, values, and competencies.



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Im Unterricht über Themen der Nachhaltigkeit/Agenda 21 gab es sicher Gelegenheit, nicht nur neues Wissen zu erwerben, sondern das Gelernte auch zu nutzen und anzuwenden. Was kannst

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durchgehender Kompetenzzuwachs 49,8%Kompetenzzuwachs mit Ausnahmen 39,8%geringer ausgeprägter Kompetenzzuwachs 10,4%

0=trifft überhaupt nicht zu 1=trifft nicht zu 2=trifft eher nicht zu 3=trifft eher zu 4=trifft zu 5=trifft voll zu

Mixed-Rasch, BIC=48098.95 CAIC=48298.95



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Participation (pupils)The young people tell us that they are involved in many lesson issues

and acitivities.

010203040506070

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N=665


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Additonally, teachers succede in integration ideas and suggestions of the young people into their classroom practice

Participation (pupils)

0

10

20

30

40

50

60

there were no ideas There were ideas butthey were notrecognised

Pupils' ideas wererecognised

%

N=612


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Establishment and stabilisation There is an increasing relevance of stable establishment and stabilisation forms with involvement of all relevant groups .

Different options of institutionalisation are used: school programme, school profile, school curricula, ESD as part of performance standards.

The relevance of SD aspects in judging pupils‘ performance is increasing.


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Establishing ESD („Verankerung“)

15%

20%65%

Stabilisation with inclusion of all relevant school groups

Stabilisation with inclusion of teachers only

ESD efforts depend on single persons

... at mid-term (Headmaster survey, N=67)

19%

Exampe: Personal ESD establishment

81%

... at the end of the programme (Headmaster survey, N=73)


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Transfer (dissemination and implementation)„Classical“ ways:Establishing ESD in single subject areasPR and presentation of the results within the school and to the general publicFurther implementation activities within the school (e. g. school programme, convincing the headmaster, work in conferences)Developing and delivering materials

Innovative ways:Building of „SD teams“ with clearly defined respronsibilities(Self-)evaluationBuilding networks between schools Organising on-the-job teacher training


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Transfer

4 profiles regarding readiness to support further dissemination and implementation:

Very active teachers in several areas (21,6%)

Teachers with significant transfer potencial (38,3%)

indifferent (33,2%)

Low level of readiness (6,8%)

[LCA, N=316]


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Transfer

From the point of view of the headmasters, improvements in the central infrastructure are an important field of activity. They want more relevance of SD issues in curricula and guidelinesmore ressourcesESD as a part of general educational standardscentralised support systems (e. g. networks and centres for ESD)


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Transfer

0

10

20

30

40

50

60

70

Curr

icula

and

guid

elin

e

ESD

as

par

t of

stan

dar

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more

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es

more

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edom

for te

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om

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gon the

job

more

and

bet

ter su

pport

syst

ems o

ther

%

Preferences of headmasters regarding measures for securing and disseminating ESD after the end of BLK-“21“

N=72


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Some Relationships 1

Motivations:

responsibility

profile building

number of transfer activities

positive personal experiences

SD as a central school objective

30.8%

22.7%

29.4%


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Some Relationships 2

general competencies transfer activities (profile)

Classroom topics:•ESD: the social side with local & global aspects•using resources & changing behaviours

24.2%

28.0%

21.1%

Documents

BLK-Programm „21“, Abschlussevaluation Koordinierungsstelle, Arnimallee 9, 14195 Berlin 1 Final Evaluation: Selected Results Some remarks on the Programme