Inter Cultural Community Evaluation and Planning
THE PROJECT
The project aims to develop a community-based planning and evaluation system, referred to as ICCEP where schools and other stakeholders collaborative in networks for the improvement of migration background students and a member of the network or an external body act as a facilitator and mediator during the ICCEP process. The term ICCEP means involving all stakeholders in the process of evaluation and planning. In this project, the education governance systems and the underpinning intercultural policies and documents of the participating countries will be reviewed. Teachers’, school leaders’ and other sectoral support agencies survey responses will lead towards developing a conceptual map of ICCEP. and the development of a framework of quality indicators and the detailed mechanism of ICCEP. Through case studies, the consortium will explore what training needs should be provided to upskill the existing competencies of members of the network. For this reason, this project includes developing a Massive Open Online Course (MOOC) and a toolkit of essential resources to plan for and integrate migrant students in communities. It will also involve training on the mechanisms required for ICCEP.
PARTNERSHIP
The project partnership is an experienced one and is made of representatives of Dublin City University, Johannes Kepler University, University of Oslo, Pamukkale University, Junta de Extremadura. Each partner brings interest, knowledge, experience and infrastructure to the project. Each partner country has an established system of quality assurance and educational governance and has a high proportion of migration background students in their education systems and therefore, they are interested in exploring the scope of ICEP as it specifically applies to all types of migrant students (refugees, asylum seekers and economic migrants) across Europe and developing a framework that offers a complete mechanism for this new model of evaluation along with a comprehensive professional development system for the upstream of stakeholder competencies in ICCEP. The envisaged outcome is that this project will provide a complete mechanism for ICCEP that are aligned with EU governance structures.
ACTIVITIES OF THE PROJECT
Each partner will use the review and discussions with key stakeholders in their country to outline features of subsequent outputs and develop ICCEP conceptual map and ICCEP framework of indicators.
An initial exploratory survey of school teachers perceptions relating to hindering and facilitating F(A)ctors concerning Intercultural community-based evaluation and Planning it applies to migrant students will be developed.
Publications and Multiplier events to highlight, disseminate, present, develop awareness and evaluate the outcomes of the project.
Development of a MOCC for the school leaders, school inspectors/support agencies and teachers to be engaged in ICCEP effectively.
Development of a training programme and a learning environment.
Development of an evaluation framework for the outcomes of the project.
A series of case studies of schools in the four countries
A conceptual map of the research project
ABOUT THE PROJECT
The context of this project entitled Intercultural Community Evaluation and Planning [ICCEP], is a social, and economic scenario that is increasingly concerned with the integration of migrant students into school communities, where the quality of education is central to economic productivity (Baxter & Hult, 2017) and the emphasis is on decentralising the management of public services away from government to other stakeholders. At the same time, somewhat paradoxically, this greater autonomy to develop practices to ensure the integration of migrant students has also been accompanied by increasing requirements for localised planning and quality assurance of activities (Brown et al. 2020). This project aims to explore and offer strategies and supports on how best to put in place the mechanisms that plan, evaluate and support the integration of migration background students into educational communities. Within Europe, various models of evaluation and planning have developed and transformed within a short period while the quest for the best fit continues (Ehren et al. 2012). The cost and complexity of individual schools working in isolation to put in place mechanisms to enhance the life chances of migration background students and in parallel, the need to empower schools to work together in clusters or groups have produced the concept of group or clusters of schools coming together for both developmental and evaluation purposes.
This project aims to develop a community-based planning and evaluation system, referred to as ICCEP where schools and other stakeholders collaborative in networks for the improvement of migration background students and a member of the network or an external body act as a facilitator and mediator during the ICCEP process. The term ICCEP means involving all stakeholders in the process of evaluation and planning.
In this project, the education governance systems and the underpinning intercultural policies and documents of the participating countries will be reviewed. Teachers’, school leaders’ and other sectoral support agencies survey responses will lead towards developing a conceptual map of ICCEP. and the development of a framework of quality indicators and the detailed mechanism of ICCEP. Through case studies, the consortium will explore what training needs should be provided to upskill the existing competencies of members of the network. For this reason, this project includes developing a Massive Open Online Course (MOOC) and a toolkit of essential resources to plan for and integrate migrant students in communities. It will also involve training on the mechanisms required for ICCEP.
The participants in the project are academic staff from Dublin City University, Ireland; the Spanish Inspectorate of Extremadura; Johannes Kepler University, Linz (JKU); Pamukkale University, Turkey (PAU); and the University of Oslo, Norway (UiO). Each partner brings interest, knowledge, experience and infrastructure to the project. Each partner country has an established system of quality assurance and educational governance and has a high proportion of migration background students in their education systems and therefore, they are interested in exploring the scope of ICCEP as it specifically applies to all types of migrant students (refugees, asylum seekers and economic migrants) across Europe and developing a framework that offers a complete mechanism for this new model of evaluation along with a comprehensive professional development system for the upstream of stakeholder competencies in ICCEP.
OUTPUTS
OUTPUT 1: Project Website
The project website will be developed by PAU in collaboration with other partners. PAU has considerable experience in developing, maintaining and monitoring educational web sites of this nature. The coordinating partner will also communicate with all partners to ensure that the website will allow for an easily accessible overview of all outputs contained within the project as well as disseminating details and outputs of the project to schools, government agencies and support services as outputs are developed. All the partners will test the website and provide feedback on usability. To ensure maximum impact and transferability potential, partners will also translate core text, headings, etc. into their native language in order to ensure that the website is accessible to stakeholding groups in each partner country and throughout Europe.
OUTPUT 2: A Review of the Literature
The leading organisation will coordinate the review and provide the partners with a specific search protocol regarding search terms, years of publication and a reporting template. Each partner will implement a part of the analysis and report to the team, using the search protocol and template designed by the coordinator. We will use the analysis to outline key features of existing modes of evaluation and planning for the integration of migrant background students in communities that may support the community-based governance and quality assurance of education in a network of schools. These key features will serve as a basis to design the other Outputs, describe and develop ICCEP Conceptual Map in this project. Each partner will use the review and discussions with key stakeholders in their country to outline features of subsequent outputs and develop ICCEP conceptual map and ICCEP framework of indicators. The final set of indicators will be a summary of examples from peer-reviewed journals and national and transnational reports. The review will also be disseminated via the open-access peer-reviewed journal and as a report on the ICCEP Web Site.
OUTPUT 3: Survey
An initial exploratory survey of school teachers perceptions relating to hindering and facilitating F(A)ctors concerning Intercultural community-based evaluation and Planning it applies to migrant students will be developed. This survey will target teachers in each country using a stratified purposeful sampling strategy based on school type, location. The survey will be piloted in each country and will be translated (into German, Turkish, Spanish and Norwegian). It will be sent to schools in each of the partner countries in order to ascertain the teachers’ perceptions of school to school collaboration and hindering and facilitating F(A)ctors relating to Intercultural community-based evaluation and Planning in school communities. The analysis will be carried out using parametric and non-parametric statistical techniques. This data will contribute to the later outputs of the ICCEP Conceptual Map, The framework of Indicators, Toolkit and MOOC for School Leaders, Teachers, Inspectors and other sectoral support agencies with responsibility for the enhancement of the learning experience of migrant students.
OUTPUT 4: Case Studies
Led by JKU who have strong expertise in qualitative research especially in the field of Case Study research, this multi-modal case study of six schools per country, chosen from the pool of schools that completed the initial survey will seek to elicit the experiences of all stakeholders in relation to working, evaluating and planning in a network of schools and support services responsible for the integration of migrant students in communities.
Each partner seeks to enhance the understanding of ICCEP in their country/region through the development of a series of case studies: The Pamukkale University in Turkey; the University of Oslo in Norway; Dublin City University in Ireland; the University of Linz in Austria; the Extremadura Inspectorate in Spain. Based on the literature review, survey and interviews a case study protocol will be developed in each of the project partner’s first language (German for Austria, Turkish, Spanish, Norwegian and English). The description of the country cases, as a result of the analysis, will also be translated from English into the other languages of this project team. This makes our results accessible to countries with school evaluations who do not frequently engage in English-speaking publications and reports. The project coordinator from each partner country (all coordinators are proficient users of English) will be responsible for the quality of translation. The outcome of the Case Study (together with outputs 1-5) will also be used for the development of the ICCEP framework.
OUTPUT 5: Conceptual Map
Based on the survey, interviews, literature review and Case Studies a conceptual map of a model for ICCEP will be created. This conceptual map will bring together all elements that are proven of significant influence in ICCEP. All further project actions will draw on the conceptual model. This conceptual map will also be translated so that each programme country has it available in their own language.Anhand der Umfragen, Interviews, Literaturanalysen und Fallstudien wird eine ICCEP-Landkarte erstellt. Diese konzeptionelle Landkarte integriert alle Faktoren und Prozesse, die einen Einfluss auf ICCEP haben. Alle weiteren Projektmaßnahmen werden sich auf dieses konzeptuelle Modell stützen. Die ICCEP-Landkarte wird übersetzt und somit auch für jedes Partnerland zugänglich.
OUTPUT 6: Framework of Indicators
This output aims to explore and create the methodological foundations for the later development of the ICCEP activities to be carried out as described in the training module for school leaders, inspectors and support services with responsibility for the integration of migrant students in communities.
OUTPUT 7: Intertrim Report
Report on the activities completed by the project to this point. As such, the interim report will include a synopsis of the international literature on ICEP; findings from the exploratory survey and interviews; present the conceptual map of best practice in network-based distributed evaluation and planning for ICCEP and outline the initial findings from the case studies.
OUTPUT 8: Development of an ICCEP Training Programme
We will develop a multilingual Toolkit that will provide detailed guidelines and tools for the school leaders, school inspectors/support agencies and teachers to be engaged in ICCEP effectively. Extremadura Inspectorate will coordinate the development and dissemination of the Toolkit. Each partners will provide input, feedback and remedial actions for improvement of the Toolkit. The Toolkit will also be translated and subsequently available in each countries native language. The Toolkit will be piloted in each programme country to explore its relevance and ensure it is making the planned positive impact. Each partner will also provide feedback and remedial actions for improvement of the Toolkit.
OUTPUT 9: Development of an ICCEP MOOC
We will develop a multilingual MOOC specifically geared towards those members who have not received training and/or are not involved in the day to day operations of school life (Parents and Management bodies) and how they can become involved in ICCEP strategies in schools and in their respective organisations. Each partner will also provide feedback and remedial actions for improvement of the MOOC. PAU will develop and disseminate the MOOC. All partners will provide feedback and provide input. The MOOC will also be translated and subsequently available in each countries native language. The MOOC will be piloted in each programme country to explore its relevance and ensure it is making the planned positive impact. Each partner will also provide feedback and remedial actions for improvement of the MOOC.
OUTPUT 10: Training Module
This output is aimed to design a training programme that can be used by other organisations and educational institutions throughout Europe to provide their own training programmes in ICCEP to a range of stakeholders such as school leaders, inspectors, sectoral support agencies, members of transnational organisations who have major roles in community-based evaluation and planning and the integration of migrant students in communities.
Co-ordinated by CEE, with involvement by all partners, the objectives will be to:
– decide a rationale for ICCEP and the creation of networks of schools
– introduce ICCEP in networks of schools and school improvement
– build capacity of school leaders, school inspectors/ support services, and school staff to lead/ be engaged in ICCEP
– provide a hands-on experience of ICEP activities
– provide a methodology for community-based ICCEP: use of ICT resources (toolkit) and strategies, collection, evaluation and sharing of experiences
– provide a series of session, lesson plans, activities and assessments strategies that can be used in the training module.
OUTPUT 11: Project Evaluation
The purpose of the evaluation is to provide an additional quality assurance check for the project group. It will be managed internally by the inspectorate of Extremadura who has extensive experience in Evaluation and design. As such, this output will provide useful data regarding the processes, procedures and perceptions of the project team. It will also seek to get some data relating to external partners’ perceptions of the working of the project. The evaluation partner will also conduct an internal evaluation survey in months 8, 16 and 24 specifically addressed at target group members.
OUTPUT 12: ICCEP Brochure and Final Report
The final report will be disseminated through Multiplier event, on the project website and Facebook (Once the report has been finalised and translated it will be launched at the second multiplier event). All partners will provide comments, feedback, etc. on the report. The final report will also be published in each countries native language.
ICCEP 