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The objective of the evaluation was to analyse
the international exchanges of TRAMP
in terms of the primary goal, thus investigating
whether the exchanges fulfilled the
promotion of the mobility of the elderly
with few language skills. On a contextual
level it involved the observation whether
the didactic-methodical approach via
practical work and intergenerational communication
features managed to establish a
continuous and comprehensive interaction
between the national groups or participants
in informal learning situations (manual
projects) and during informal exchange features
(e.g. intercultural training). A further
matter of interest was how the different
target groups from the Czech Republic,
France and Germany could be integrated
in the seminar and how important previous
experiences made abroad and the degree of
existing language skills were.
In a formative-responsive evaluation
process, the seminar expectations and interests
of participants as well as the specific
goals of those responsible for the execution
of the seminars were surveyed, critically
assessed and increasingly reflected in
the process of the project development. 1
Formative-responsive evaluation implies
that the evaluative process is assessed in
terms of its consulting efficiency and subsequently
made available. Ideally three work
stages should be analytically distinguished
in the evaluation process: “Programme par-
1 Kromrey, Helmut (2001): Evaluation - ein vielschichtiges
Konzept. Begriff und Methodik von
Evaluierung und Evaluationsforschung. Empfehlungen
für die Praxis. In: Sozialwissenschaften
und Berufspraxis, vol. 24, H. 2, pp. 105–
131.
Evaluation
ticipants express the objectives (mission) of
the programme. They identify the most important
programme activities, describe these
on the basis of the data to be surveyed,
interpret them and collectively evaluate the
programme. They develop goals and strategies
for improvements and stipulate the
further evaluative procedure.“ 2
The practice-related integration into the
project process, which is strongly connected
to the formative-responsive evaluation
type, requires the integration of an external
“evaluation entity” in order to “counteract
blind spots, peer pressure in the evaluation
group and immunising justification“. 3
This was ensured by means of differentiated
work structures developed by the chair of
Vocational Studies and Economic Education
at the University of Bochum.
Material principles of the evaluation included
• The participatory observation of the
conducted exchanges,
•
•
•
The analysis of questionnaires regarding
the experiences with international mobility,
language skills, continuing education
etc.
The parallel execution of intensive inter-
views with participants regarding seminar
expectations, execution and satisfaction
The critical and constructive accompani-
ment of the efforts of the steering group
with regard to the exchange evaluation and
the further exchange planning process.
2 Beywl, Wolfgang (2006): Evaluationsmodelle
und qualitative Methoden. In: Flick, Uwe (ed.):
Qualitative Evaluationsforschung. Konzepte,
Methoden, Umsetzungen. Reinbek bei Hamburg.,
p. 109f.
3 Ibid., p. 110
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