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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 21
TRAMP – Transnational Mobility of Older People in Europe TRAMP Transferconference: workshops, excursions, … TRAMP Transferconference, Ksenija Fonovic, Marco Koopmann and Reinhard Wagner 22 Part I
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Manual work as a Means of Education
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General Conditions • • • •
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European exchanges by and for older
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