[ACTIon-Maillist] ACTIon EE inception report

cisham at ishamedu.com cisham at ishamedu.com
Mon Feb 28 11:14:48 UTC 2022

Hi all


Ahead of tomorrow's meeting, please find attached the draft inception report
for your comments (still needs proofing - ignore typos). In tomorrow's
meeting I'd like to cover:

*	The recommendations - inserted below and based on the SWOT and my
own observations - recommendations are in bold text, and open for discussion
- please bear with me if I have misinterpreted anything in the SWOT - we can
clarify tomorrow.
*	Agree data collection tools, ready for use


I look forward to seeing you tomorrow




1.1      Project management

The project includes multiple strands of activity and time-sensitive
dependencies in order to progress smoothly. 

Partners should take the initiative for ensuring tasks in their work package
are carried out systematically, and alert the project lead partner if delays
are anticipated

At times, it is felt that online meetings could be concluded more
efficiently and be more focussed. Equally, in all cases work package lead
partners should take the lead to reference the plan and timeline for their
work package to better support the project lead partner.

At the next project meeting, review how meetings are conducted, invite
suggestions for improvements, and make changes where there is consensus for

Work package leads should refer to the plan and timeline for their work
package during project meetings, ensure actions are taken to keep to these,
and demonstrate how this has been achieved in subsequent meetings.

1.2      Recommendations for project delivery at partner level

The GP models are extensive in terms of the competences and skills they aim
to develop among young people, the content and time required for planning
and delivery. 

Partners should take advantage of the modular composition of the GP models
and introduce them in stages, with training and support for practitioners
interspersed to facilitate adoption and implementation

In addition, partners need to ensure the practitioners who will be
delivering the GP models are fully engaged, and should apply features of
effective transfer and professional development[1] when setting up delivery
in their own country. This includes the following.

Ensure leaders of organisations are involved in delivery, training and

Discuss with practitioners explicitly what the issues are they are facing,
and their professional development needs, and make explicit connections
between these and implementation of the GP models

Provide practitioners opportunities for co-construction of the intervention,
including them in decision-making of focus and tools to be used

Engage practitioners meaningfully in data collection and analysis of young
people's developing skills and outputs

Ensure ongoing support of practitioners during delivery, and debrief at the

The extensive range of 

1.3      Recommendations for implementation of the methodologies 

The analysis of MOLA and DigiPAC (appendix A) highlights the many features
of the models which align with the evidence of good practice in teaching and
learning. The recommendations below are a prompt for additional activities
which have the potential to increase impact:

Clarify, share and ensure learners understand learning intentions and
criteria for success

This can be stated at the beginning of the session, for example, the trainer
declares this session will have been successful for me if..., and invites
young people to do the same if appropriate. This can then be revisited at
the end of the session. When young people are preparing their online
interventions it will be helpful if they are similarly explicit about what
they aim to achieve through posting messages and sharing items. Trainers
should also share the objectives for sessions as set out in the handbooks,
so young people are aware of and can monitor their progress in developing

Provide feedback that moves learning forward

As well as receiving feedback from peers, it is also important young people
received timely, expert feedback from trainers, reinforcing learning, in
particular in their developing competences and indicating areas for further
development. This can be done at the same time trainers are monitoring/
moderating content

Activate learners as owners of their own learning (metacognition)

When planning young people's online engagement with peers, ensure they
explicitly state success criteria / what they aim to achieve through their
engagement, which can then form part of the evaluation at the end of their
project / activity. Allow young people broad opportunities to make decisions
on about the focus and activities they adopt for their projects, so it is
meaningful for them personally and their lives.

Involve parents in their children's learning

This is not explicitly mentioned in the methodology guides, but is
nevertheless an important learning and ethical consideration. Parents may
naturally take an interest in their children's activities, but partners can
also encourage this by, for example, sending information to parents via
young people, schools or community organisations. These could include prompt
questions to ask young people about their engagement with ACTIon

1.4      Recommendations for transferring GP practices to new contexts /

An opportunity for the project is to make sure under-resourced organisations
have access to the methods and resources. For this to happen and the
dissemination of ACTIon to be effective, the website needs to be attractive
and easy to use.

Review the website, and invite suggestions for improvements from
stakeholders. The partnership should consider these and agree an action plan
for changes.

The identification of other organisations / projects that ACTIon enjoys
synergies provides an opportunity for wide reach / adoption

At project meetings, review the synergies list and provide an update on how
the network is being exploited to promote ACTIon

Lack of interest among policy makers was identified as a threat to ACTIon
during the SWOT analysis. 

As policy reform is a focus of this KA3 project, partners should in any case
be engaging policy and decision makers as stakeholders in their activities.
Partners should identify legal requirements and policy priorities which
ACTIon can address, in particular with regards to online safety, and ensure
they raise awareness of this among policy makers at local, regional and
national level. 

Where possible, partners should engage policy makers in material support for
the project, for example, by brokering access to key stakeholders, or
advising on policy that ACTIon can support.





[1] The principles of effective transfer are available at

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