External Evaluation of SEED Final Report - SEED - Schule.at

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Abbreviations AR Action Research CERI Centre for Educational Research and Innovation (Europe) DESD UN Decade in Education for Sustainable DVO Development Department Government) for Educational Development (Flemish EE Environmental Education EFS Education for Sustainability ENSI Environment and Schools Initiative (Europe) ESD Education for Sustainable Development ICT Information Communication Transfer INVALSI National Institute for the Evaluation of the Educational System (Italy) KIG Key Informant Group NGO Non-governmental Organisation OECD Organisation Development for Economic Co-operation and OKI National Institute for Education, Hungary PoE Portfolio of Evidence QC Quality Criteria SD Sustainable Development SEED School Development through Environmental Education iv
Executive summary The 3-year School Development through Environmental Education (SEED) program brings together a network of partners from schools, teacher education institutions, educational research institutions and government agencies. SEED provides a platform for closer dialogue and shared understanding of Environmental Education as a tool for school development between these stakeholders from 20 partner and member countries. Students being the ultimate recipients of innovation in teaching and learning methodologies. The SEED program has been underpinned by a number of the aims and objectives outlined by the Comenius III grants (see Figure 1 on page 3). The purpose of the external evaluation is to identify products, performance and impact of the SEED network based on these objectives. In order to address these areas the external evaluation has followed a specific line of inquiry which was based on the External Evaluation Framework (see Portfolio of Evidence, section B). This was developed by the External Evaluators in consultation with the SEED Steering Committee and a Key Informant Group. Part 2 of this Evaluation Report includes a Portfolio of Evidence to support the evaluation findings made in the report. Overall the SEED program has been effective in reaching the COMENIUS III – SEED aims and objectives. Specifically there are a number of themes that can be drawn from this data which demonstrate the participant’s experiences in relation to the following three areas: Providing an interactive platform for exchange and co-operation between the COMENIUS projects • SEED activities have provided many opportunities for participants to reflect on current practice and share ideas with others; • SEED activities have provided an interactive platform which allowed partnerships to be established or consolidated; • SEED activities have provided the platform for participants to explore a explore a range of tools for school development – such as Action Research and critical friends. Disseminating the information/cases of good practice within the network • SEED activities have provided regular opportunities to showcase examples of good practice in the presentations, workshops, discussion forums and site visits. • Key themes – activities regarding Action Research, Quality Criteria, Education for Sustainable Development, UN Decade in Education for Sustainable Development have been shared and new knowledge gained. • Information and case studies of good practice have also been disseminated to a wider SEED audience. • In the latter years of the program the ICT has been used more widely by participants to share information. Overall it has been underutilised in terms of a means of disseminating good practice due to limitations of use by participants (e.g. knowledge of how to upload information and/or finding time to do so). • One area for improvement identified is in providing more opportunities to be practical with theory. Participants have commented that few practical examples were provided of how to bridge the gaps between theory and practice during the COMENIUS meetings. 1
Page 1 and 2: External Evaluation of SEED Final R
Page 3: Contents Part 1: Evaluation Report
Page 7 and 8: Introduction School Development thr
Page 9 and 10: How did we ensure the findings are
Page 11 and 12: upload information on their school
Page 13 and 14: Table 1: Reflection of Key Themes b
Page 15 and 16: Overall Summary of SEED Products Ov
Page 17 and 18: authoritative sources. It has resul
Page 19 and 20: Summary of Performance as a Learnin
Page 21 and 22: The complexity of theories and term
Page 23 and 24: Educational Authorities There is li
Page 25 and 26: Partnerships/Networks and Linkages
Page 27 and 28: Dynamic Qualities There is little e
Page 29 and 30: ENSI Participants believe SEED and
Page 31 and 32: External Evaluation of SEED Portfol
Page 33 and 34: B. SEED Evaluation Framework Data s
Page 35 and 36: C. Key Informant Group Name Positio
Page 37 and 38: We wrote ”working language Englis
Page 39 and 40: E. External Evaluation Focus Group
Page 41 and 42: wonderful Eko-team programme, and I
Page 43 and 44: F. External Evaluation Survey after
Page 45 and 46: We also take care of the near surro
Page 47 and 48: WS: Very strong connection as the S
Page 49 and 50: CIDREE) offering an ‘evaluation p
Page 51: H. Dynamic Qualities During all the

External Evaluation of SEED Final Report - SEED - Schule.at

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