Co-financed by the European Fund for the Integration of Third Country Nationals
9. Evaluating and measuring outcomes
9.3 Evaluation approaches
When considering the impact of your local approach to migration, you might want to think about things like:
- the difference your local authority or community planning partnership’s overall approach to migration is making;
- the impact of a particular decision or policy on migration and migrant communities; or
- the impact of a funded or supported project, activity or organisation on migration and migrant communities.
The approach you take to evaluation will vary, depending on what you want to explore. In some instances, you may be particularly interested in exploring the impact of decisions on services in your local area. In others, you may be interested in exploring the outcomes for individuals, migrants and others within local communities.
Find out more...
Evaluation Support Scotland has a very useful online guide which takes you through each stage of evaluation. It encourages self evaluation, supporting projects and organisations to consider the impact of their work to inform future approaches. It also takes an outcomes focused approach, thinking through the difference your approach is making.
NSPCC explored the perspectives of parents from minority ethnic communities, when evaluating its ‘Baby Steps’ programme. The programme was designed to attract and engage with ‘hard to reach’ parents, including parents from minority ethnic backgrounds. This report, summarising the findings of interviews with parents from a minority ethnic background, is one of a number of reports from the wider evaluation of the programme. Find out more...
In Edinburgh, new approaches to ESOL provision have been piloted. The local authority has developed new ideas around how to support parents with little or no English to take part in programmes which enable them to support their children’s learning and development.
It trialled the idea in one area, through dedicating 7.5 hours of an ESOL project worker’s time to supporting one parent to take part in a Raising Children with Confidence course at her children’s school. The approach involved summarising information about the course in advance both in English and in Urdu, with the information translated by the bilingual project worker in around 200 words. The individual then attended the Raising Children with Confidence course sessions and met with the project worker after each to discuss these. Some parents on the course also spoke Urdu, and were able to support the individual informally.
The approach was evaluated, and a paper was produced on what was learned. The evaluation was undertaken by the project worker, in consultation with the ESOL participant. The paper gave recommendations for the future, and advice on how this approach could be rolled out. It also highlighted an unexpected outcome, that another parent on the course has also found the English summaries welcome – and had translated them into her home language using a mobile app.
The approach is now being extended through providing small amounts of funding in six parts of Edinburgh. The approach is continuing to be evaluated, through discussion with participants, families and ESOL providers.