deliverable 7.3: annual report, year 1(public version) - comanity project · 2019. 3. 28. ·...

Project N° 592182-EPP- 1-2017- 1-UK- EPPKA3-IPI- SOC-IN Grant Agreement Nr 2017-2948

Deliverable7.3:AnnualReport,Year1(public

version)


TableofContents

DocumentSummary..........................................................................................................3

1. Introduction...............................................................................................................4AboutCOMANITY.................................................................................................................................................................4TheCOMANITYConcept.....................................................................................................................................................4COMANITY'sMethodologyandWorkplan...................................................................................................................6WhereweareintheprojectimplementationplanattheendofYear1..........................................................9WhatthisReportcovers.....................................................................................................................................................9

2. COMANITY'sHeadlineActivitiesandResultsinYear1..............................................102.1 DevelopingtheCommunityAnimateurCompetenceFrameworkandSelf-assessmenttool..10

Newcompetencesforyouthwork..............................................................................................................................10ResutsoftheLifeworldAnalysis...................................................................................................................................10Resultsofthereviewofinterventionsfor'marginalised'youngpeople......................................................11Resultsofthereviewofcompetenceframeworksforyouthworkersandvolunteers...........................12WhattheCommunityAnimateurCompetenceFrameworklookslike..........................................................12Whatthecompetenceself-assessmenttoollookslike.......................................................................................13

2.2 TheCOMANITYtechnicalplatformandtools............................................................................................152.3 TheCommunityAnimateurTrainingProgramme....................................................................................162.4 EvaluatingCOMANITY.......................................................................................................................................182.5 SpreadingtheWord-COMANITY'sdisseminationactivities...............................................................19

3. Futureactivities-COMANITYoverthenextyear......................................................21


DocumentSummaryThisDeliverableprovidesanoverviewoftheCOMANITYproject,itsactivitiesanditsresutsoveritsfirstyearofoperation,fromDecember2017toNovember2018.TheReportbeginswithabriefsummaryoftheproject'sorigins,setagainstapolicybackgroundofseverecutstoyouthservicesEurope-widewith,atthesametime,risingdemandforservicescapableofaddressingtheincreasinglycomplexissuespresentedbyyoungpeople.

Againstthisbackground,COMANITYaimstototrainyouthworkersandvolunteersforanewroleinyouthwork-the'CommunityAnimateur-whoseroleistobridgetheexistinggapbetweenyoungpeopleonthemarginsand‘mainstream’institutionsbyactingasa'SocialMediator'.TheReportthenpresentsthemethodologyadoptedbyCOMANITYtodeliverthisrole,togetherwiththeactivitiesthathavesofarbeencarriedouttoimplementthemethodology.Theheadlineprojectresultsfromtheseactivitiesarethenreportedon.TheReportconcludeswithabrieflookforwardattheplannedworkforthenextyearoftheproject.


1. IntroductionAboutCOMANITYSeverecutstoyouthservicesEurope-widehaveledtoareductioninthelevelandqualityofhelpofferedtoyoungpeopleattheverymomentwhendemandforsupportforthecomplexissuesfacedbyyoungpepleisitselfincreasing.Meanwhile,theevidencesuggeststhatyoungpeoplewhoareleftbehindonthemarginsof'mainstreamsociety'havelessbeliefandtrustin'thesystem'thanbefore.Againstthisbackground,theCOMANITYprojectaimstototrainyouthworkersandvolunteersforanewroleinyouthwork–the‘CommunityAnimateur’.

TheCommunityAnimateur’sroleistobridgetheexistinggapbetweenyoungpeopleonthemarginsand‘mainstream’institutionsbyactingasa'SocialMediator'.CommunityAnimateurscomefromthecommunity,andaretrustedbytheirpeergroup.Theyactasapointofmediationbetweenyoungpeoplewhodon’ttrust‘thesystem’andthesystemitself.Theyworktobuildrelationshipsbetweendisconnectedorganisations,forexamplebyorganizingcross-sectoral,cross-agencycollaborationbetweeneducationandtraininginstitutions,youthorganisations,localbusinessesandcivilsocietyactors.Theydesignandorganizeinnovative–andsometimesradical–initiativestoempoweryoungpeoplewhohavebeenleftbehindbythesystemTheybuildontheresourcesofyoungpeopleandtheircommunitiestodevelop,incollaborationwithyoungpeople,innovationsaimedatsolvingproblemsinthecommunity.

TheCOMANITYConceptTheideaforCOMANITYcomesfromotherprojectsthepartnershavedoneinthepastinthefieldofyouthsocialinclusion.Akeyinfluenceontheprojecthasbeen'HERO'-HealthandEducationalSupportfortheRehabilitationofOffenders',whichwasfundedundertheEU'Framework5'programme.

HEROworkedwithyoungoffenders.Itcombinedinteractivegameswithfilmanddramaworkshopstotrainyoungpeopletotelltheirownstoriesaboutlife'onthemargins',andtoacquirecreative,technicalandsocialskillstosurfacetheirtalents.


DrawingontheexperienceofHERO,atthecoreoftheCOMANITYconceptisacommitmenttocreatinganenvironmentinwhichyoungpeople-insteadofhavingthingsdoneforthem-areactivelyengagedintheprojectasco-collaboratorsandco-creators.

TwootherpastprojectsalsoplayamajorroleinshapingtheCOMANITYconcept:'IGUANA'and'Share-my-EuropeanCity'.Asa'KA3'actionintheErasmus+programme,COMANITYisrequiredtodemonstratepotentialfor“disseminatingand/orscalingupgoodpracticesoninclusivelearninginitiatedinparticularatlocallevel”.ThegoodpracticesCOMANITYincorporatescomefromthesetwoprojects.

SMECity-http://sharemycity.org/index.php-wasfundedunderthe‘PreventionofandFightAgainstCrime’programme.Itdevelopedtheconceptofthe'SocialMediator'(PortieriSocialiorSocialGatekeeper)whoseroleistomakeabridgebetweenyoungpeopleonthemarginsandothercommunityactors.SME-Citydeveloped'disruptive'innovationsaimedatencouragingdifferentcommunitygroups-particularlytheyoung-tocollaborateinnewandunfamiliarways.Onewayofdoingthiswasthroughprogrammesofeventsorganisedinsettingsthatwerenormally'off-limits'.InPerugiathisentailedthe‘StraniEventi’Programme,curatedbyCommunityAnimateurs.

The'PorteriSociali'istheprototypefortheCommunityAnimateurandtheideaof'StraniEventi'feedsintothedesignoftheCOMANITYtrainingprogramme.

InHEROtheyoungpeopleinvolvedintheprogrammeworkedwithinmateson‘DeathRow’inSanQuentinPrison,California,toexploreissuesaroundchoicesandopportunities.Theythenappliedthislearningtoco-designtheirownlearningprogramme.

Perugia-StraniEventi

InPerugia,theMunicipality,workingwitharangeofstakeholdersincludingbusiness,civilsociety,theUniversityandyouthorganisationsexploredwaysofreducingalcoholanddrug-relatedyouthanti-socialbehaviour.Youngpeopleworkedas‘PortieriSociali’tocuratenewwaysofbringingtogetherdifferent–anddisconnected–membersofthecommunitythrough‘StrangeEvents’thatincreasedcivicparticipationandstrengthenedsocialcapital–forexample“NightoftheTango’.InLondon,eventscombinedentertainments(Music,Performance,InteractiveArtetc),workshops,foodsharing,Dance,PlayandCreativeworkshops-andinvolveddiversecommunitygroupstoincreasemutualawareness,participationandhaveanimpactonsocialcohesion


ThesecondgoodpracticeincorporatedintheCommunityAnimateurprogrammeistakenfromtheIGUANAproject(www.iguana-project.eu).IGUANAfocusedonmodernisingschoolsystemsbyaddressingthefactorscontributingto‘stuckness’andresistancetochange.

Theresultsoftheself-assessmentwereintegratedintoa‘CompetenceAssessmentSummary’whichhighlightedstrengthsandweaknessesinanindividual’scompetenceprofile.Thereportwasthenlinkedtoanaccompanyingcompetencedevelopmenttrainingprogrammeindividuallytailoredtoanindividual’sself-assessmentresults.UsershadaccesstoaContentRepositoryoflearningmaterialcategorisedbytheindividualandorganisationalcompetencescoveredintheframeworkandself-assessmenttools.Itwassupportedbya‘KnowledgeCommunity’–combiningon-linesupport(webinars;learningmaterials;on-line’clinics’)withoff-linesupport(workshops,groupActionLearningSets)-toenableuserstocarryoutassignmentsusingtheiracquiredcompetences,sharetheirexperiencesandbenchmarktheresults.TheIGUANAcompetenceframework,assessmenttoolsandlearningprogrammeformsthebasisforCOMANITY's‘CommunityAnimateur’trainingprogramme.

COMANITY'sMethodologyandWorkplanTheprojectmethodologyfordeliveringtheCOMANITYconceptcanbebestunderstoodwithreferencetotheproject'TheoryofChange'.TheoryofChangetellstheproject‘story’–fromthe‘presentingproblem’itaddressesthroughtothechangeithopestomakeonthatproblemattheendoftheprojectandbeyond(i.e.theproject’sexpected‘impacts’).

Connectingthepresentingproblemandexpectedimpactsare:

• Activities–actionscarriedoutbyCOMANITY,thatleadto…….• Outputs–thingsthatareproducedbytheseactivities,thatleadto……• immediateoutcomes-changesinawarenessandknowledge,thatleadto…….• intermediateoutcomes-changesinbehaviorandstructures.

COMANITY'sTheoryofChangeissummarisedinthediagrambelow.

Thefoundationfortheprogrammewasacompetenceframeworkforschoolinnovation,basedontwocompetencedomains:EmotionalIntelligencecompetences(EI)andOrganisationalIntelligencecompetences(OI).Competenceself-assessmenttoolsweredevelopedtoenableschoolleadersandstafftoassesstheircompetencelevelsagainsttheframework.


Asthediagramshows,the‘presentingproblem’COMANITYaddressesis:

Theyouthsystemisfailingdisadvantagedandmarginalizedyoungpeople.Risingyouthunemployment,increasingNEETrates,lossof‘community’anditsreplacementbyprecariouson-linerelationships;lossoffaithinmainstreaminstitutionsandalargeincreaseintheinfluxofyoungmigrantsintoEUcountriesarefuelingincreaseddemandforyouthservicesthatcanaddressincreasinglycomplex,multi-dimensionalissuesandproblems.Thetroubleis,asdemandrises,supplyofqualityyouthservicesisshrinkingbecauseof‘austerity’measuresandcutstosocialservices.

COMANITY’s‘theory’aboutthecausesofthisproblemis:

• Inthisproblemcontext,youthservicescanonlysucceedbyincreasingtheirefficiencyandeffectivenessandincreasingtheirintakeofvolunteers–particularlyfromexcludedcommunities.Butmarginalisedyoungpeopledon’ttrustmainstreamyouthservices.Theydon’tvolunteerbecausetheydon’thavetime,moneyormotivation.Atthesametime,youthservicesdon’thavetheskillstoreachouttoandengagewithdisadvantagedyouth.Theyknowtheycanrelyonaffluentcommunitiesforvolunteers,sotheytakethiseasieroption.Butaffluentvolunteersdon’thavetheskillstoengagewithmarginalizedyoungpeopleeither.

COMANITY’ssolutiontothisproblemis:

• Createanewroleforyouthservices–the‘CommunityAnimateur’–thatbridgesthegapbetweenthemainstreamsystemandmarginalizedcommunities.Recruitandtrainyoung

PRESENTING PROBLEMMarginalisedyouthfailedbyYouthSystem

ACTIVITIESDevelop ,pilottest,evaluateanddisseminatenew'Animateur'CompetenceFramework,assessmenttoolsandtraining programme

OUTPUTSCompetenceframework;self-assessmenttools;trainingprogramme;evaluationtoolkit

OUTCOMESYouthworkersbettertrained; Moreyouthworkers&vounteersfromexcludedcommunities;increasedsocialcapital

EXPECTEDIMPACTSIncreasedeffectiveness,relevanceandqualityofservicesprovidedbyyouthworkersandvolunteers- reduced youthexclusion


peoplefrommarginalisedcommunitiestocarryoutthisrole,aswellastrainingexistingyouthworkerstobecome‘CommunityAnimateurs’.

COMANITY’slongertermexpectedimpactsare:

• Increasedeffectiveness,relevanceandqualityofservicesprovidedbyyouthworkersandvolunteersand,inthelongterm,reducedyouthexclusion

COMANITY’simmediateoutcomesare:

• Anincreaseinyouthworkers’awarenessofthefactorspreventingengagementwithmarginalizedcommunities

• Anincreaseinyouthworkers’competencesinworkingwithmarginalizedyoungpeople• Anincreaseinmarginalizedyoungpeople’sawarenessofthepotentialbenefitsin

collaboratingwithyouthorgansiations• Anincreaseintheirsocialinteractioncompetences

COMANITY’sintermmediateoutcomesare:

• Youthworkersbecomebetteratengagingwithmoremarginalizedyoungpeople• Moreyoungpeoplefrommarginalisedcommunitiesbecomeengagedinyouthwork–as

volunteersorworkers• Thereisanincreaseinthesocialcapitalofmarginalizedcommunities.

Todeliverthismethodology,COMANITY'simplementationplanincorporatessevensetsofactivities('workpackages'):

• Carryoutresearchtofindoutwhatyoungpeople‘onthemargins’feelabouttheirlives;whattheythinkneedstochangeintheircommunitiesandhowthe‘CommunityAnimateur’canhelpmakethesechangespossible.Usingtheresearchresults,developaframeworkthatdescribestheskillsandcompetencesneededtobecomeasuccessfulCommunityAnimateur,anda‘self-assessmenttool’thathelpspeoplefindoutwhichofthesecompetencestheyaregoodatandwhichonestheyneedtoimprove(WP1).

• Developatechnicalplatformandtoolstosupporttheprojectactivities(WP2)• DevelopaTrainingProgramme–linkedtothecompetenceframework-thatprovidesthe

trainingneededtobecomeasuccessfulCommunityAnimateur(WP3)• DelivertheLearningProgrammeinfourdifferentEUcitiesandsupportprogramme

graduatestoworkincollaborationwithyoungpeopletohelpsolveproblemsintheircommunities(WP4)

• Evaluatetheprogramme(WP5)• Disseminatetheresultsoftheevaluationandfeedthemintoproducingasustainabilityand

exploitationstrategyforCOMANITY(WP6)• Ensurethesmoothrunningandeffectivenessoftheprojectthroughrobustproject

managementsystemsandprocesses(WP7).


WhereweareintheprojectimplementationplanattheendofYear1WherewearenowinCOMANITY’simplementationplanisshownintheChartbelow.

WP/Month 1 3 5 7 9 11 13 15 17 19 21 23

1.CompetenceFramework

2.TechnicalPlatform

3.TrainingProgramme

4.CommunityAnimateurDelivery

5.Evaluation

6.Dissemination&Exploitation

7.ProjectManagement

Dec17May18Nov18May19Nov19

AstheChartshows,COMANITYismidwaythroughitstwo-yearlifecycle.Duringthisfirstyeartheprojectcoveredtwomainphases.Phase1isaboutpreparation–doingtheresearchandsettingupthetechnical,managementandcommunicationsinfrastructurenecessarytodelivertheproject.ThisfirstphasefocusesonWP1–CompetenceFrameworkandself-assessmenttool.Themainobjectiveofthisistodevelopacompetenceframeworkforthe‘CommunityAnimateur’role.TheresultsofthisfeedintothetechnicalspecificationfortheCOMANITYtechnicalplatformandtools,carriedoutinWP2.Phase1alsoincludespreparatoryworkinthethree‘transversal’workpackagesthatruncontinuouslyoverthelifetimeoftheproject:inWP6(Communication,DisseminationandExploitation),thisworkfocusesonproducingtheCommunication,DisseminationandExploitationStrategyandPlan.

InPhase2,the‘Development’phase,theresultsofPhase1feedintotwomainactivities:developmentofthetechnicalplatformandtools,includingtheCOMANITYon-lineLearningPlatform(WP2),anddevelopmentoftheCommunityAnimateurTrainingProgramme(WP3).

WhatthisReportcovers

FollowingthisIntroduction,thisReportsetsoutinmoredetail-inSection2-theheadlineactivitiesandresultsofCOMANITY'sfirstyear:

InSection3,welookforwardtowhat'shappeninginCOMANITYinthesecondyearoftheproject.

WeareHere


2. COMANITY'sHeadlineActivitiesandResultsinYear1

2.1 DevelopingtheCommunityAnimateurCompetenceFrameworkandSelf-assessmenttoolNewcompetencesforyouthworkTodothejobofaCommunityAnimateureffectively,youthworkersandvolunteersneednewwaysofthinking,newwaysofworkingandnewskills.Tosupportthis,COMANITYhasdevelopedaCommunityAnimateurCompetenceFramework.Thisdefinesa‘skillsset’forCommunityAnimateurs,anddescribesallofthecompetencesthatareneededtoperformtherole.Thisframeworkdrawsontheresultsofresearchincludingontheground'lifeworldanalysis'withyoungpeopletocapturetheir'livedexperience';aneedsanalysisofyouthworkersandvolunteers;areviewofgoodpracticesinsupportservicesfor'marginalised'youngpeople,andareviewofcompetenceframeworksinrelevantfields.

ResutsoftheLifeworldAnalysis

LifeworldAnalysisisanethnographictechniquethataimstocapturethe‘livedexperience’ofyoungpeople.Itisbasedonthepropositionthatyouthworkcanonlysucceed-particularlywithhighlymarginalisedyoungpeople-ifitunderstands'examplesandvarietiesoflivedexperiences,especiallyintheformofanecdotes,narratives,storiesandotherlivedexperienceaccountsthatarerootedinthe‘lifeworld’ofyoungpeople'.Inpracticeitconsistedof4interactiveFocusGroupsinGreece,Italy,SpainandUK,involving38youngpeopleintotal.Inparticular,thelifeworldanalysisenabledustounderstandtheneedsofyoungpeople;howtheyseetheroleofa‘CommunityAnimateur’;whatneedstobeinplacetodeliverthisroleandwhatbarriersneedtobeovercometoensuretheirparticipation.Thekeymessagesfromthelifeworldanalysisare:

• AcommonperceptionofyoungpeopleacrossallthecountriesinwhichtheLifeworldAnalysiswascarriedoutisthattheiraspirationsandlifeopportunitiesareconstrainedbystructuraldynamics.Employmentprospectsarepoor;theeconomicsituationisprecarious;the‘gigeconomy’istakingroot.Youngpeopleinthesesituationsneedbetteraccesstomoreinformationandmoreguidanceon‘goodpractices’tohelpthemsteerapaththroughlife’stransitions.

• Youngpeopledon’tbelongto‘acommunity’.Theyoccupymultiplecommunities.ACommunityAnimateurwouldneedtounderstandhowthisworksandhowtoengagewiththecomplexandmulti-strandedlifeworldinwhichyoungpeoplelive.

• Thesemultiplecommunitiessometimesconflict.Therearepressuresonyoungpeopletoaligntooneovertheother.Thiscanbeonefactorthatcancontributeto‘risk-takingbehaviour’byyoungpeople–forexamplegettinginvolvedingangsandcriminality.Inturn,someyoungpeoplefeelthatpressurefromfamily,religiousandculturalgroupstheybelongtoandfrompeers,makesitharderforthemtogetinvolvedinsocialandcivicactivities,likevolunteering.ACommunityAnimateurwouldneedtounderstandthesedynamicsandprovidesupporttohelpyoungpeoplemanagerisk-takingandexploreopportunitiesoutsidetheirboundaries.


• Youngpeopleonthemarginsreportthat‘mainstream’youthservicesandsupport–forexampleyouthclubs–areeither‘offlimits’(youngpeoplelabelledas‘difficult’areoftenbannedfromthem)ordonotcaterfortheirneeds.ACommunityAnimateurshouldbeabletobridgeaccesstoalternativestothesemainstreamservices.

• Youngpeopleonthemarginshavelittlefaithinformalsocialandcivicinstitutions.Theydon’ttrustpoliticians.TheCommunityAnimateurrolecouldbeseenasabridgetoalternative,moreinnovativewaysofgettingyoungpeopleinvolvedincivilsociety.AstrongthemehighlightedbytheLifeworldAnalysiswasthatyoungpeoplewantanalternativetowhattheyseeastheconsumerist,selfish,individualisticandprofit-chasingsocietalnorm.

• Youngpeoplereporttheyoftenfeelisolated.Theyperceivealackofsharing,commoninterestsandcommonspacesintheirworld,andnotenoughinteractionwithpeopleoutsidetheirboundaries.ACommunityAnimateurcouldactasacatalystforasharingsocialeconomy.

Resultsofthereviewofinterventionsfor'marginalised'youngpeopleThispartoftheresearchentailedaliteraturereviewandauditofgoodpracticeinterventionsprovidingsupportformarginalisedyoungpeople.Atotalof80interventionswereidentifiedandanalysed.ThekeymessagesfromtheInterventionsAnalysisare:

• Marginalisedand‘atriskyouth’aremorelikelytogetinvolvedininitiatives–andaremorelikelytogainbenefitsfromthem–iftheinterventionsareledbypeoplewhotheyseeascredibleandwhoaretrustedbythem.Oftenthismeansinterventionswhicharerunby‘peers’.Forexample,the‘FreqOut!’projectinLondonusesyouthworkersandvolunteerswhoarefromthecatchmentareaoftheproject.

• Activitiesdeliveredbyyouthorganisationsandyouthworkersworkbestwhentheyareembeddedinyoungpeople’slifeworld.Skillsdevelopmentandemployment-focusedprogrammes,forexample,needtoberelevant,realisticandofinterest.Forexample,‘AppsforGood’intheUKcapitalisesontheICTinterestsandcodingskillsofyoungpeoplewhoareexcludedfromformaleducation.ItempowersthemtobuildtheirownAppsthatarecommerciallyviable.

• Interventionsthatblend‘instructional’with‘creative’activitiesaremorelikelytoengagemarginalisedyoungpeopleanddeliverpositiveoutcomes.Forexample,the‘QRCode’projectinUmbriainvolvesyoungsecond-generationimmigrantsinbuildinganewtooltoreorganizetheinformationsystemofthehistoriccentersoftheareabyaddingtothetraditionalsignageasystemthatusestheQRcodereadablebymobilephones.

• Interventionsthatprovideclearandpracticalchannelsthatmakeabridgebetweenyoungpeople’slifeworldandthe‘external’worldbyusingcrediblemediatorsaremorelikelytoworkwell.Forexample,the‘YoungCommunityMediators’programme,apan-EuropeanprojectinSpain,Ireland,UK,RomaniaandSlovenia,providesyoungpeoplewiththeknowledgeandskillstobemediatorsamongtheirpeersandimprovetheirchancesofworkingwithcommunityconflicts,aswellasopeningopportunitiesforyoungpeopletofindajoborbecomeanentrepreneur.

• Toworkwell,interventionsneedtobeco-produced,ratherthanimposed‘top-down’.Youngpeopleneedtoworkwithyouthworkersas‘equalpartners’,withsignificantinputinthedesign,implementationandevaluationoftheintervention.Forexample,‘ShadowWorld’aimstoreachallFinnishchildrenandyoungpeoplesufferingfromparentalalcoholandsubstancemisuse,andtoprovidethemwithinformation,supportandameanstodealwiththeirdifficultlifesituation.InShadowWorld,youngpeoplecreatedaninterestinganda


dynamicconceptbasedonanarrativeapproach.Itworkedbecauseofthecreativecombinationofvariousyoungpeople’smediatodeliverasensitivemessagetoaspecialtargetaudience,aswellasyoungpeopleandchildren’sinvolvementthroughallthestagesofplanningandtestingoftheprojectproducts.

ResultsofthereviewofcompetenceframeworksforyouthworkersandvolunteersThispartoftheresearchentailedaliteraturereviewofyouthworkercompetencerequirementsandneeds,andareviewofcompetenceframeworksgenerally,includingdigitalcompetences,andinthefieldofyouthwork.Atotalof34itemswereidentifiedandanalysed.

ThereviewshowedthatthecompetenceareaswhereCommunityAnimateurcompetencescouldaddvaluetoexistingyouthworkcompetencescover:

• Informationgathering,provision,guidanceandadvice

• Supportingandempoweringyoungpeopletolearn,developandmakemeaningfullifetransitions

• Culturalmediation-applyingemotionalintelligenceandcapabilitiesandinterculturalunderstandingtosupportyoungpeopleinexpandingtheirmeaningfulrelationshipsandconnectionswithothergroupsandwiththeircommunities

• Networking,partnership-buildingandactiveengagementincommunities

• Collaborativecommunicationandrelationship-buildingwithyoungpeople,includingworkingwithyoungpeopletoaddressriskbehaviours.

ThereviewshowedthatadditionalcompetenceareasneededbyCommunityAnimateursare:

• Holisticunderstandingofcommunities,theirdynamicsandtheirproblems

• Mentoringandleadership–actingasarolemodelforyoungpeopleandempoweringthemtousetheircreativity,takeactionandsolveproblems

• Digitalcompetences-collaboratewithyoungpeopletousetechnologiesmeaningfully;workwiththemtoexploresocialissuesaroundICTs,forexample‘technologydependency’

• Socialmediation-developparticipatoryapproacheswithincommunitiesandwithexternalstakeholders.

WhattheCommunityAnimateurCompetenceFrameworklookslikeDrawingontheresultsoftheresearchactivitiesdescribedabove,wedevelopedaCompetenceFrameworkforCommunityAnimateurs.TheFramework-illustratedbelow-hasthreecompetencedomains,13competenceareasand49competencesintotal.

DomainA–‘EnablingEmotionalIntelligence’–describesthecoreemotionalintelligencecompetences(oremotionalcapabilities)requiredbyCommunityAnimateurs.

DomainB-'CommunityAnimateurspecificCompetences'-iscomprisedofyouthworkerandvolunteercompetencesadaptedspecificallytotheCommunityAnimateurrole.

DomainC-'EnablingDigitalCompetences'-isbasedondigitalcompetencesframeworksdevelopedbytheEuropeanCommission'sJointResearchCentreinSeville.ItsetsoutthecompetencesneededforCommunityAnimateurstousedigitaltechnologiesintheirwork.


TheCommunityAnimateurCompetenceFramework

TheCommunityAnimateurCompetenceFrameworkprovidesa'map'foryouthworkers,volunteersandyouthorganisationstonavigatetheirwaythroughthecomplexterrainofyoungpeople's'lifeworlds'.ItprovidesthemwithaManualtoidentifywhichskillstheyneedtousetoworkwithyoungpeople'onthemargins'andhowtheycanbeapplied.

Whatthecompetenceself-assessmenttoollookslikeTheCompetenceFrameworklinkstoanon-line'self-assessmenttool'developedbyCOMANITY.ThetoolhelpsyouthworkersandvolunteerstoexploretheircompetencelevelsinthethreeCommunityAnimateur’sCompetenceDomains.Thetoolusesmulti-mediatoexplainallofthecompetencesintheframeworkandprovidesanassessmentinstrumentin‘quiz’formattohelpyouthworkersandvolunteersfindoutwhichCommunityAnimateurcompetencestheyaregoodatandwhichcouldbeimproved.Thereisoneself-assessmenttoolforeachofthethreeCommunityAnimateur’sCompetenceDomains.

Thefirsttoolassessesanindividual’sEmotionalIntelligence.Thistoolconsistsof12individualquizzesforeachoftheEIcompetences.Thequizzesaredividedintofourcompetenceareas.


ThesecondtoolassessesCommunityAnimateur-specificCompetences.Thisisasinglequizconsistingof18questionscorrespondingtoeachcompetence

ThethirdtoolassessesCommunityAnimateur-enablingDigitalCompetences.Thisisasinglequizconsistingof19questionscorrespondingtoeachcompetence.


Theself-assessmenttoolinturnislinkedtotheCOMANITYCommunityAnimateurTrainingProgramme.Thiscombinesself-directedlearningwithcollaborativelearningmethods(inonlinegroupsandwiththeCOMANITYteam)tohelpyouthworkersandvolunteerstogeneratetheirownlearningcontent,usingtheirpracticeexperiences;sharetheirexperiencesandlearning;applyitinpractice,andassesstheirprogress.ThestructureandcontentoftheTrainingProgrammeisfullyalignedwiththeCompetenceFramework.

YoucanreadinmoredetailabouttheresearchcarriedoutbyCOMANITY-lifeworldanalysis,thereviewofinterventionsforyouthinclusion,andthereviewofcompetenceframeworksforyouthworkersandvolunteersbyvisitingtheCOMANITYwebsite:http://comanity-project.eu/

YoucantryouttheCommunityAnimateurcompetenceself-assessmenttoolhere:http://comanity-project.eu/competence-assessment-tools.

2.2 TheCOMANITYtechnicalplatformandtoolsTheCOMANITYtechnicalplatformandLearningVillageaimstocreateacollaborativelearningenvironmentinwhichOERresourcescanbecombinedwithuser-generatedknowledgesosupportlearning.Itcombines:i)anopenaccessportal;ii)aKnowledgeCommunityplatform-acommunitysystemtofacilitatetheproductionofknowledgebyparticipatingyouthworkersandvolunteers;iii)ContentRepositoryandmanagementsystemiv)contentassetcollection,managementandassessmenttools.

Concretely,theComanityLearningVillagetranslatesinto(seeFigurebelow):

- Anad-hoccreatedComanityYoutubechannelaimedtohostvideosuploadedbytheusersoftheLearningVillagerelevanttothethemesaddressedbytheproject,

- a technical platform based onWordpress acting as a stakeholders’ engagement platformand as a knowledge creation and sharing environment (the Comanity Interactive OnlineTool–IoT)

- a (to be developed) LearningManagement System hosting the Comanity online trainingcourseforCommunityAnimateursandlinkedinturntotheComanityIoT

Ourplatform(namedComanityIoT,InteractiveonlineTool)isaddressingprojectpartners,projecttargetgroupsandbeneficiariesandallinterestedstakeholdersandthatitisaimedatactivestakeholders’engagement(whereasthewebsiteisaimedatwidedisseminationandtheLMSwillbe


aimedatprovidingaccesstotheonlinecourse).TheFigurebelowshowsthetechnicalarchitectureoftheIoT.

YoutubeisusedlikeabridgetoaccesstoComanityIoTthatwillbethemeetingpointforallparticipantsintheproject.AComanityyoutubechannelhasbeencreated,whereallthevideosproduced/gatheredbytheproject(relevanttothethemeaddressed)arepostedandclassifiedaccordingtoplaylists.

Thiswillfacilitatestakeholders’engagementinthelongterm(especiallyaftertheprojectcontractualend),asitisforeseenthatyouthworkers,youthandallthoseinterestedintheprojectthemeswillbeattractedtotheIoTwhilstnavigatinginYoutubeandfindingoutthereaboutourproject.

OnceredirectedtotheIoT,visitorswillaccessmorecompleteinformationandbeabletointeractandcreate/shareknowledgeinacollaborativeway.

FromtheIoT,visitorswillbeabletoaccesstheonlineCommunityAnimateurTrainingProgramme,hostedbyaLearningManagementsystem.

TheIoTisbasedonWordPress,whichusesPHPandMySQL,providesmanyplug-in(customizableandfullyintegrate-ablewithYouTube),andisinharmonywiththeprojectwebsite.Also,itprovidesanumberofbult-inservices:Chat,Multilingualoptionwhereeachpartnercanuploadthetranslationoftheoriginaltext,Dataanalytics,etc.

COMANITYplatformTechnicalarchitecture

DuringthepilotphaseofCOMANITY,whereasanyuserwillbeabletoregisterintheComanityIoT,onlylearnersparticipatinginthecoursepilotingwillbegivenaccesstotheLMS.Thecoursewillbecomeopentoanyoneinterestedoncethepilotingandvalidationphasehasended.

2.3 TheCommunityAnimateurTrainingProgrammeTheCOMANITYTrainingProgrammecombinesself-directedlearningsupportingyouthworkersandvolunteerstolearnattheirownpace,through'scaffolding',withcollaborativelearningmethods(inonlinegroupsandwiththeCOMANITYteam)to

• generatetheirownlearningcontent,usingtheirpracticeexperiences• sharetheirexperiencesandlearning• applyitinpractice,throughon-lineAssignmentsandin‘ActionLearningworkshops’


• assess their progress, through self-assessment, external assessment from the COMANITYTrainingteamandthroughpeerreviewand'benchlearning'activities,culminatinginafinalassessmentandaccreditationoftheirlearningoutcomes.

TheprogrammeisalignedwiththeCommunityAnimateurCompetenceFrameworksotraineescanacquiretheskillstheyneedtobecomesuccessfulCommunityAnimateurs.Itcovers:

• CommunityAnimateur Foundation course. This is amodular on-line course comprised ofmodules that link to the three ‘competence domains’ in the competence framework –Emotional Intelligence; Community Animateur-specific competences and Digital-enablingCompetences. Learnersworkwithamentor tocustomise their learningprogrammebasedontheresultsoftheircompetenceassessment.

• KnowledgeSpace – a collaborative learning space for learners and training team to sharecomments,questions,feedbackanduploadcontent,usingblogsandothersocialmedia,andtheCOMANITYdiscussionforum

• Applied Learning – trainees carry out an Assignment, applying the learning from theprogramme to design a CommunityAnimateur activity, related to their ownpractice, andtakepartinActionLearningworkshops,deliveredbytheProgrammeteam

• MonitoringandSupport–eachtraineeisassignedamentorfromtheprojectteam,whowillberesponsibleformonitoringthelearnersprogressprovidingon-linesupportasrequired

• Assessment and accreditation - at eachmilestone stage in the programme (completing acore module; completing an assignment) learning outcomes will be assessed. LearningoutcomesandprogressionareaccreditedandcertifiedbyCOMANITY.

TheFoundationCourseiscomprisedof13LearningModules(4eachinthecorecompetencedomainsofEmotionalIntelligenceandDigitalcompetencesand5intheCommunityAnimateur-SpecificCompetences,followingtheCOMANITYcompetenceframework).Themodulesfollowastandardisedtemplateincluding:anintroductoryvideo;instructionalcontent-e.g.apowerpointpresentation;referencematerials;self-assessment.

SlidesfrompresentationonEmotionalIntellgence'Stress'Module


Screenshotofvideofrom'CommunityAnimateur-SpecificCompetence'Advice,GuidanceandSupport'Module'

2.4 EvaluatingCOMANITYCOMANITY’s evaluation approach and methodology is based on ‘realist evaluation’. Realistevaluationlooksathowsomethingissupposedtowork,withthegoaloffindingoutwhatstrategiesworkforwhichpeople,inwhatcircumstances,andhow.Itcombinesthreepurposes:

• Process/formative, i.e.directlycontributingtoimprovingtheefficiencyandeffectivenessoftheprojectasitevolves;

• Summative, i.e.providingbaselineevidenceastotheeffectivenessandvalueaddedoftheproject;

• Learning, i.e. contributing to collecting, valorising and disseminating good practices, andcontributingtothebetterunderstandingofhowtodevelopandexploittheproject,aswellascontributingtomoreeffectivepolicy-makingandprogrammesinthisfield, inthefutureorinsomeothersetting.

Therealistevaluationapproachincorporatesa‘TheoryofChange’methodology.Asoutlinedabove,thisexpressesaproject’s‘changejourney’and‘interventionlogic’fromthe‘presentingproblem’itseekstosolvethroughtotheexpectedimpactithopestomakeonthatproblemwhenithasreachedtheendofitsjourney.Theoveralltaskoftheevaluationistoexplorehowthisinterventionlogichasevolvedinpractice,andhowfaralongthe‘changejourney’theprojecthastravelled.

Theevaluationhasfocusedinthefirstyearon'ex-ante'evaluation,i.e.:puttingintoplacesystems,processesandtoolstoassesstheproject'sobjectives,outputsandoutcomesandon'formative'evaluationi.e.usingthesesystems,processesandtoolstomonitorprojectprogressandtoreviewtheeffectivenessofprojectdeliveryandimplementation.ItistooearlyinthelifecycleofCOMANITYtoprovideanyevidenceonprojectoutcomesatthisstage.Theactivitiescarriedoutandthetoolsusedintheevaluationwere:

• Processdashboard-alistofbaselinecoreprojectoutputsspecifiedintheprojectproposalas‘evidenceofsuccess’,thattogetherbuildupasnapshotatapointintimeoftheextenttowhichCOMANITYismeetingitsplannedoperationalobjectives

• Qualityandriskassessment-reviewofthekeyprojectdeliverablesproducedbytheproject;identificationofriskswithpotentialtoaffectobjectives,outputsandoutcomes


• PartnerSurvey-thiscapturespartners'viewsonoperationalandgovernanceaspectsoftheproject,coveringthreeevaluationcriteria:ProjectManagement,communicationsystemsandcollaborationacrossthepartnership,andonprogresstowardsscheduledobjectives

• PeriodicupdatingoftheCOMANITYtheoryofchange-datafromCOMANITY'sresearchactivitiesandmonitoringactivitiesfeedsintoperiodicupdatingoftheCOMANITYtheoryofchange.Theupdatedtheoryofchangerepresentsasnapshotofthe‘distancetravelled’bytheprojecttowardsitsexpectedoutcomes

The'headlinemessages'oftheevaluationare:

• Theevaluationdevelopedarevised'TheoryofChange'forCOMANITY.Thisprovidesaclearerpictureofthe'changejourney'theprojectisexpectedtomake,togetherwiththeexpectedoutcomeslikelytoberealisedattheendoftheproject.TheevaluationalsodevelopedasetofKeyPerformanceIndicators(KPIs)thatwillhelptheprojectkeeptrackofhowfaritisprogressingonthechangejourney.

• Drawingtogethertheresultsoftheformativeevaluationactivities-processdashboardanalysis;qualityandriskassessment;resultsofthePartnerSurveyandTheoryofchangeanalysis-theresultssuggestthat,overall,COMANITYisontracktodeliveritsexpectedoutputs,outcomesandimpacts.Mostoftheplannedactivitiesandoutputshavebeenachieved.Thepartnershipis,overall,positiveabouthowprojectmanagementandcollaborationandcommunicationhavebeenimplemented,andsatisfiedonwheretheprojectisinrelationtoexpectedoutputsandoutcomes.

2.5 SpreadingtheWord-COMANITY'sdisseminationactivitiesCOMANITY'sdisseminationstrategycombines:

• deliveringthebrandimageoftheproject(logoandcommunicationguidelines,projectbrochure,templatesforPowerPoint/Prezipresentations,deliverables,etc.)

• ProjectWebsite-providinggeneralinformationabouttheproject,itsscientificandtechnologicaladvances,multimediacontentandpressreleases(blogposts)aimingtostatecurrentdevelopments

• BrochureandotherPublicCommunicationmaterial• SocialandStandardMedia• KnowledgeSpaceandKnowledgeCommunity–hostedwithintheWebsite• projectNewslettersproducedovertheprojectlifetime• ReportsonkeydeliverablesandproductionoftheCOMANITYTransferabilityand

SustainabilityToolkit• targeteddisseminationofoutputsthroughspecialistmedia,includinglocalradio• Localseminars/workshops,supplementedbyon-linewebinars• Conferencepapersandpresentations• Publishedarticles• Trans-nationalRoundTableattheendoftheproject.

Someexamples:


Theheadlineresultsofdisseminationactivitiesoverthefirstyearare:

• FromJunetoDecember2018,thewebsitereported3314visitsfromgloballocations• Atleast50individualdisseminationactivitieshavebeenimplementedbythepartners• +30000peoplehavebeenreachedthroughonlineandofflinecommunications• Around 100-150 people were reached through face-to-face meetings, focus groups and

eventspresentations• COMANITYwaspromotedviatheexternalnewsletteroftheLifelongLearningPlatformto

morethan7000educationandtrainingstakeholdersinEurope(January2018,March2018,June2018)

• AtweetonCOMANITY'sarticleonthecompetenceframeworkreceived1,528impressions• TheprojectwaspresentedinMarch2018attheESCELCongresodeUNIRenEcuadorsobre

lacalidadenlaeducaciónsuperioronlineQuito,Ecuador;inOctober2018atTEEM2018TechnologicalEcosystemsforEnhancingMulticulturalityOpenergyTECMonterrery,MexicoandinNovember2018atUWIKingston,JamaicaTheCaribbeanAcademyofSciences21stGeneralMeetingandConference

• InGreece,KETHEAdeliveredaNationalRadioBroadcast–'YoungPeopletalkaboutYouth’–whichcoveredCOMANITY


3. Futureactivities-COMANITYoverthenextyearInDecember2018COMANITYentersits'Implementation'phase.ThisfocusesonrunningtheCommunityAnimateurtrainingprogramme,andthenimplementing‘actionresearch’experimentsinfourcities,involvingparticipantsintheprogramme–youthworkersandvolunteers,applyingthecompetencestheyhaveacquiredtoworkcollaborativelywithyoungpeopleonsolutionstoproblemsmarginalisedyouthexperienceintheircommunities.

Inthefinalphaseoftheproject,phase4,the‘Sustainability’phase,thefocusisonensuringtheresultsoftheprojectarewidelydisseminated,andthatitskeyoutputs–theCOMANITYcompetenceframework,self-assessmenttoolandTrainingProgramme,areup-scaled,inparticularthroughtheproductionanddisseminationoftheCOMANITY‘TransferabilityandReplicationToolkit’.ThisappliestheevaluationresultstodevelopinganddisseminatingasetofGuidelinesandtoolstoenablestakeholderstoadaptanduseCOMANITY’skeyoutputsintheirownpractice.

Themainactivitiesthatwillbecarriedoutcombine:

• DeliveringtheCommunityAnimateurLearningprogramme–usinga‘blendedlearning’approachcombiningon-linelearningwithface-to-facelearningwithanestimated100youthworkersandvolunteersparticipatingintheprogramme(workpackage4)

• Workingwithyouthworkers,volunteersandmarginalisedyoungpeopletoapplythelearningfromtheprogramme,andthecompetencesacquired,inco-designedandco-produced‘actionresearchexperiments’infourEUcitiesaimedatprovidingsolutionstoproblemsaffectingmarginalisedyoungpeopleintheircommunities(workpackage4)

• ContinuingtheongoingevaluationofCOMANITY,withafocuson'summative'(outcomes)evaluationtoprovideevidence-basedresultsonwhatworks,forwhomunderwhichcircumstances(workpackge5)

• Supportingtransferability,replicationandupscalingoftheprogrammeandtoolsthroughlaunchingaCallforyouthorganisationstoexploretheCommunityAnimateurprogramme;deliveringadditionaldisseminationandoutreachactionsandlearningevents;producinga‘TransferabilityandReplicationToolkit’tosupportthetransfer,upscalingandutilisationoftheProgrammeandtoolsacrosstheEUandbeyond(workpackage6).

Theconcentrationofeffortonevidence-basedlearning,replication,transferabilityandsustainabilityinthelatterstagesoftheprojectaimstoensuretheErasmus+programmeGeneralCallobjectiveof‘disseminatingand/orscalingupgoodpractices’ismet.Thefocusonsupportingtheacquisitionofcompetencesthroughlearning,followedbyapplyingthesecompetencesthrough‘actionlearning’inthesecondhalfoftheprojectaimstoensuretheErasmus+ProgrammeSpecificCallObjectiveof‘promotingcivicparticipationofyoungpeoplebydevelopingtheroleofvolunteeringforsocialinclusion’ismet.

deliverable 7.3: annual report, year 1(public version) - comanity project · 2019. 3. 28. ·...

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