Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece. Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html

1. EVALUATION OF
ACTIVITIES IN THE
NETWORK “GREENET”
Michaela Marterer, Peter Härtel,
Styrian Association for Education and Economics,
Austria

2. STVG
Styrian Association for Education and Economics
• Founded in 1955
• Interface between education and labour market – world of work
within Lifelong Learning
• 5 areas of working
• Local, regional, national, European & international Level
• Combine Practise and Research

3. Task for STVG in GREENET: WP 5
“Evaluation and Quality Assurance”
• The effective process (communication and progress, meetings of the
consortium)
• Process of the project (events / products / outcomes of GreeNET)
• Focus on:
– 2 implementation phases A and B
– validation phase
The paper: compact overview about the evaluation of the best
practises from users in the 1st and 2nd circle.

4. Quantitative Facts and Data
• 1st circle: phase A: Out of 26 collected best practices 9 best
practices were used for the first phase implementation. The detailed
evaluation of the best practices is based on the feedback of users
on 9 best practices, out of 6 partners, used in sum 18 times.
• The number of feedbacks per used best practice differs from 2 to 76.
• 2nd circle: phase B: The detailed evaluation of the best practices is
based on the feedback of users on 9 best practices, out of 7
partners, used in sum 13 times. The number of feedbacks per
evaluated best practice differs from 7 to 52.
• In sum in both phases 444 participants in 142 schools
• In total : 15 best practices: 12 out of 26 and 3 additional ones.

5. Composition of the QuestionnaireSection Topic / Item Questions
Section 1 Organization, effectiveness of content
and delivery
3 questions
Section 2 “Voice of user”
1 Relation to a green topic and to the
National Curriculum
1 question to answer on 3 levels
2 Being interdisciplinary: Drawing upon
many academic disciplines and
teaching methods
2 questions:
1 question concerning 8 different academic
disciplines
1 question concerning 4 different teaching
methods
3 Relevance to the daily life of students 1 questions concerning this item with 5 sub-
indicators to answer with yes or no
4 Based on accurate and factual
professional expertise
1 question to answer on 3 levels
5 Connection to professions in the green
labour market
1 question to answer on 3 levels
6 Learning by research and enquiry 1 question about general rating on 3 levels
1 questions concerning this item with 5 sub-
indicators to answer with yes or no

6. Composition of the Questionnaire
Section Topic / Item Questions
7 Activation of the students by hands-on 1 question to answer on 3 levels
8 Enhancement of students’ ICT skills 1 question to answer on 3 levels
9 The learning activity supports the
development of following social skills…
1 questions concerning with 5 sub-indicators to
answer on 3 levels
10 The programme is easily adaptable for … 1 questions concerning this item with 3 sub-
indicators to answer on 3 levels
Section 3 The materials of the programme / practice
and general feedback
7 questions to answer on 3 levels
Section 4 Feedback concerning the training 3 questions to answer on 3 levels

7. 10 items (1 / 2)
Item 1 Relation to a green topic and to the National Curriculum
This item expresses the correlation of a programme with relevant contents
of national curricula – and how it performs to make that visible and
understandable
Item 2 Being interdisciplinary: Drawing upon many academic disciplines and
teaching methods
This item shows the multi-dimensional approach of a programme,
combining elements of various disciplines, and how participants could
perceive this approach
Item 3 Relevance to the daily life of students
This item reflects the connection of a pedagogic environmental
programme with the real life of students, out of the point of view of the
participants of the evaluated programme, in various aspects
Item 4 Based on accurate and factual professional expertise
This item gives evidence about the professional expertise that is the base
of the implemented and evaluated best practice programme
Item 5 Connection to professions in the green labour market
This item addresses the aspect to give students concrete insight in „green
careers“ in professions within sustainable economy

8. 10 items ( 2/ 2)
Item 6 Learning by research and enquiry
This item is focused on the approach of research and inquiry-based
learning, differentiated into sub-items, that addresses special aspects
of this learning and pedagogic method
Item 7 Activation of the students by hands-on
This item gives feed-back from participants and evaluators concerning
interaction in programmes with materials and hands-on activities used
in the programme
Item8 Enhancement of students’ ICT skills
This item is relevant for the insight into effects of programmes to
strengthen ICT skills of students by using best practice programmes
Item 9 The learning activity supports the development of following social
skills…
This item expresses possible effects of programmes on different
aspects of social skills, out of the point of view of participants and
evaluators
Item 10 The programme is easily adaptable for …
This item ask for the estimation for possible adaptation and transfer,
concerning specific educational needs, students interests and
educational aims of a programme

9. 3 level structure
• 1st level - lila – is an indication, that concerning this item potential for
improvement in relation to other programmes and practices exists.
• 2nd level – blue – shows a positioning within the GreeNET
implementation process – concerning this item – in the average, for
excellence additional effort is needed.
• 3rd level – green - is the top performance – out of the view of the
evaluating participants – concerning this special item. To hold this
performance often is more difficult than to reach them – and a look
at the other items is necessary.

10. Overview about the results
No. Country Practise / Programme
Number of
Persons where
the practises
were evaluated Item 1 Item 2 Item 3 Item 4 Item 5 Item 6a Item 6b Item 7 Item 8 Item 9 Item 10
1 EL School Garden 98
2 DE,ES "HOBOS - To bee or not to bee" 85
3 AT Rio 92 + 37
4 DE Energy tomorrow 35
5 EL Green labs for schools' projects 35
6 ES Dikketruiendag 22
7 ES Germination Rate 22
8 ES Green Ideas 22
9 ES Konsumaniatic 22
10 EL The ecosystem of lake Pamvotis 15
11 ES Hidrophonic Garden 12
12 AT School of Eating 12
13 ES AgroWeb 10
14 DE Rainforest 10
15 DE Waste 7
Total 444

11. Prospect for Evaluation results
during the validation phase
• Cross-Check with Companies and Stakeholder: to compare the
criteria of best practices with the needs, demands, possible „criteria“
for employees in companies concerning „green attitudes“.
• Set of meetings with stakeholders: in order to present and discuss
the findings of the project, and also to investigate the applicability of
the project’s outcomes in the educational system.

12. Cross-Check
1 Relation to a green topic and curriculum
This criterion is essential for a school pedagogic, process, project in
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
2 Being interdisciplinary: Drawing upon many academic disciplines and teaching methods
Interdisciplinarity is important for our company to a
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
3 Relevance to the daily life of students
Practice and life relevance is a value to a
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
Based on accurate and factual professional expertise
Professional and scientific expertise concerning green competences we estimate to a
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
5 Connection to professions in the green labour market
Our company assesses the practice approach of job applicants, especially to green jobs
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10

13. Cross-Check
6 Learning by research and enquiry
Our company appreciates self-directed recognition and appraisement
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
7 Activation of the students by hands-on
In our company practically competences are estimated to a
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
8 Enhancement of students’ ICT skills
ICT skills are important in our company to a
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
9 Support of the development of social skills
Social skills in our branches are necessary to a
Low extent high extent
0 1 2 3 4 5 6 7 8 9 10
10 Adaptability of the programme
This is a criterion only addressed to school…

14. Example Austria
0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0 10,0
1. Relation to a green topic and curriculum
2 Being interdisciplinary: Drawing upon many academic disciplines
and teaching methods
3 Relevance to the daily life of students
4. Based on accurate and factual professional expertise
5. Connection to professions in the green labour market
6. Learning by research and enquiry
7. Activation of the students by hands-on
8. Enhancement of students’ ICT skills
9. Support of the development of social skills
Extention
Extention

15. Example Greece
0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0 10,0
1. Relation to a green topic and curriculum
2 Being interdisciplinary: Drawing upon many academic disciplines
and teaching methods
3 Relevance to the daily life of students
4. Based on accurate and factual professional expertise
5. Connection to professions in the green labour market
6. Learning by research and enquiry
7. Activation of the students by hands-on
8. Enhancement of students’ ICT skills
9. Support of the development of social skills
Extention
Extention

16. Example Spain
0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0
1. Relation to a green topic and curriculum
2 Being interdisciplinary: Drawing upon many academic disciplines
and teaching methods
3 Relevance to the daily life of students
4. Based on accurate and factual professional expertise
5. Connection to professions in the green labour market
6. Learning by research and enquiry
7. Activation of the students by hands-on
8. Enhancement of students’ ICT skills
9. Support of the development of social skills
Extention
Extention

17. 0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0 10,0
1. Relation to a green topic and curriculum
2 Being interdisciplinary: Drawing upon many academic disciplines
and teaching methods
3 Relevance to the daily life of students
4. Based on accurate and factual professional expertise
5. Connection to professions in the green labour market
6. Learning by research and enquiry
7. Activation of the students by hands-on
8. Enhancement of students’ ICT skills
9. Support of the development of social skills
Comparison
Austria Greece Spain

18. EVALUATION OF
ACTIVITIES IN THE
NETWORK “GREENET”
Michaela Marterer Peter Härtel,
mm@stvg.com ph@stvg.com
Styrian Association for Education and Economics,
Austria