• October 2, 2023

Financial Literacy for Inclusion: Project Multiplier Event, on Financial Literacy Day. University of Málaga

Málaga, Spain – On October 2, 2023. Celebrating the multiplier event of the FLY Project, developed for the financial education of citizens, on Financial Literacy Day. FLY, a co-funded initiative by …

4th Transnational Project Meeting of the E4F Project Femmes Chefs d’entreprise à l’Export hors de l’EU in Malaga

On the 21st of September 2023, the Project E4F consortium joined the Closing Meeting of E4F in Malaga (Spain), a Project co-funded by the Erasmus Plus Programme of the European Commission, …

Unlocking Digital Potential: the DREAM Project Successfully Concludes Mapping and Stocktaking of Digital Challenges and Opportunities for MSMEs

The DREAM project is thrilled to announce the successful conclusion of Work Package 2 (WP2) – “Mapping and stocktaking of digital entrepreneurship challenges for MSMEs”. This collaborative effort, involving partners from …

OPSIZO Innovative corporate welfare model D&I in microenterprises

The aim of OPSIZO WP2, coordinated by the University of Naples Federico II, is to develop the innovative corporate welfare model in micro-enterprises for diversity and inclusion in gender and sexual …

Consortium partner participated in the third transnational project meeting in Vienna

Data Science in Human & Social Sciences for Women Empowerment: Wrapping up the training courses and preparing the next steps on a career guide for data science opportunities On 17 July …

Findings from the transnational analysis conducted by CREATE2’s partners

Evaluation and Valorisation are crucial steps in creating viable strategies with long-term benefits. Yet many AE policies on the local and regional levels are not systematically evaluated. This is partly due to policy makers lacking the appropriate tools. CREATE2Evaluate addresses this gap by designing a set of useful tools and templates to help AE policy makers and agents active in the AE policy processes evaluate existing strategies, draw actionable conclusions and design better strategies in the future.

The rationale for our project CREATE2Evaluate stems from the thorough investigation of the state of the art and the needs analysis that builds a multi-pronged approach:

  1. robust investigation of the field through the analysis of relevant public policy documents at both national and EU levels that confirm how at present there are no effective means and tools to monitor and assess AE policies and programmes; and where those exist, they are used in a very fragmented way.
  • direct experience of the partners: the proposal brings together AE providers (both formal and non-formal, both public and private), umbrella AE organisations, AE practitioners from research & academia, the third sector and the public sector (represented by local authorities tasked with policy formulation and monitoring & evaluation).
  • the results of another Erasmus+ Project KA2 funded in Germany that was recently (2019) and successfully completed (final evaluation score from the National Agency of 85), the CREATE Project that developed tools for appropriate policy formulation in the domain of AE – in the 24 months of implementation and constant involvement of local policy makers, the clear need for monitoring and evaluation tools and mechanisms emerged.

During the first half of 2021, the CREATE2 Consortium finalised a very detailed cross-dimensional and transnational mapping activity aimed at identifying current methodologies, frameworks and/or models applied at local level for policy evaluation.

The final report is available for free by consulting the section of the CREATE2 Open Educational Resource Platform of the project.

Results, takeaways and findings suggested that the primary focus of current evaluation policy is quantitative outputs and student specific learning outcomes. Within any quantitative outcome evaluation partners identified a range of gaps and inconsistencies in target group statistical data, and in private and non-formal evaluation provision. Whilst significant qualitative evaluation is conducted in adult education centres according to project partners, the valuable data emerging remains inaccessible due to lack of transparent systematic overarching analysis and learner protection requirements. This makes it particularly difficult for policy makers to assess the effectiveness of their adult education policies.