Prepared by Judit Zatyk, Menedk Association for Migrants, Hungary

1
Prepared by Judit Zatykó,Menedék Association for
Migrants, Hungary
Internal Evaluation of the Get-in pilot schools
First wave of evaluation-research
September 2006.
2
The Structure of Presentation
3
Background and aim of the evaluation-research

• General aim
• Reporting back to the Commission. Evaluation is
  an essential part of the feedback reports.
  Evaluation acts as supervision on our Get-in
  project.
• Social scientific aims
• It teaches us which aspects in a future project
  could be done differently or the same even
• It helps improve cooperation with partners
• It shows the results of our activity
• Concrete aim
• GET-in! project hypothesis is that ethnic pupils
  especially girls are participating less in
  international school projects. Thus GET-in!
  Networks goal is to pay extra attention to the
  above-mentioned group of pupils, and encourage
  their involvement. In this sense the evaluation
  research main focus has to be the effect of the
  project.

4
Background and aim of the research

• Questions and concerns
• What has changed concerning the involvement of
  ethnic students during the period of the project?
  
• What can be taken as the effect of the project?
• Have we achieved the network goal?
• There are many concerns while evaluating a
  project. To avoid misinterpretations of the
  project result first we must have a clear
  understanding of our starting point E.g. check
  on the validity of the Networks hypothesis in
  all participating countries.
• We have to be careful about what we take as the
  effect of our project (overvaluing our effect).
• At the same time we should not get disappointed
  not recognising enough results, as we are
  dealing with attitude development - the
  willingness to take part, the involvement in
  internationalisation is a long time project.

5
Methodology measuring

• How to measure the results, the effects of our
  activity?
• In our case measuring means comparison.
  (Typically, comparisons are based upon
  observations of different groups at the same time
  or of the same group at different points over
  time. )
• We planned a 3 phases evaluation-research, which
  consists of
• Gathering statistical data (relevant data on
  school-, and on EU level)
• Conducting expert interviews
• And focus group discussions
• Participated countries
• Having the opportunity of being a partnership of
  seven countries
• The Netherlands
• United Kingdom
• Germany
• Sweden
• France
• Portugal
• Hungary

6
Methodology measuring

• Pilot schools
• The partners were asked to select one school per
  their home country, and gather information at
  this so called pilot school according to the
  mentioned methodology.
• The pilot schools
• Hervion College (Holland, Den Bosch)
• Rushey Mead Secondary School (UK, Leicester)
• IGS Hannover-Linden (Germany, Hannover)
• College Anna Frank (France, Roubaix)
• Annersta (Sweden, Stockholm)
• Dob Street Hungarian-English Bilingual Primary
  School (Hungary, Budapest)
• Escola EB 2,3 Dr. Correia Mateus (Portugal,
  Leira)
• Guidelines (Annex 1-3.) were prepared for all 3
  phases, and partners were asked to conduct the
  first wave of evaluation survey by the end of
  2005.
• The second wave shall take place in spring 2007.

7
Basic statistical information about pilot schools
8
Basic statistical data
9
Population in selected countries, 2000 2004 (in
thousand) (Source EUROSTAT)
Belgium Czech Republic Germany Spain France Hungar
y The Netherlands Austria Portugal Sweden United
Kingdom
There is significant population growing in Spain,
UK France.
10
NET-Migration in selected countries, 2000 2004
(in thousand, net migration) (Source EUROSTAT)
Belgium Czech Republic Germany Spain France Hungar
y The Netherlands Austria Portugal Sweden United
Kingdom
. The given part of growing comes from
immigrants.
11
Migration trends in selected countries, 1994 -
2004 (in thousand, net migration) (Source
EUROSTAT)
12
Migration trends in GET-in countries, 1994 - 2004
(in thousand, net migration) (Source EUROSTAT)
From Get-in countries only UK has growing net
migration balance. In Portugal, Germany, France
and The Netherlands the net-migration sum is
decreasing, and the migration tendencies are
stagnating in Sweden and Hungary.
13
Distribution of native- and foreign-born
populations (aged 15 years and older) by level of
education in selected countries in 2000 (Source
Trends in International Migration (SOPEMI 2004),
OECD, Paris.)

• The foreign born population is overrepresented at
  below upper secondary level.
• The native born population is overrepresented at
  upper and post-secondary level.

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Expert interviews
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Conducting Expert Interviews

• Expert interviews were made with the headmaster
  of the pilot school in all participating
  countries.
• Expert interviews criteria
• The interviewers should come from outside the
  school.
• Interviews should based on the guideline (Annex
  2.) and their expected length should last for
  about an hour.
• The interviewers were able to fulfil the
  above-mentioned criteria, and got an informative,
  very rich material.
• Expert interviews broaden our understanding of
  the pilot schools.
• What is behind the number of 177 pupils with
  ethnic origin? Is it a lot, or not much in that
  area of the country?
• How is this group of pupils perceived at school?
• What are the advantages and what are the
  obstacles having them at school?
• How involved are they in international projects
  comparing to other non-ethnic background pupils,
  etc.

16
Pupils with ethnic background

• Most of the pilot schools - UK, France, Sweden,
  Portugal and Hungary - do not have any special
  admission policy, except of the Dutch and the
  German schools.
• The chosen pilot schools are usually not special
  in the sense that ethnic pupils are
  over-represented at these schools, indeed
  headmasters stated that there are other schools
  in town/in the district with similar figures
  (concerning the ethnic issue).
• As for example in Hannover-Linden the 35 percent
  of the district s population has an ethnic
  background and at the same time the 20-25 percent
  of the pilot school pupils have an ethnic
  background.
• In the case of the English, French and Swedish
  schools the higher rate of ethnic background
  pupils also depicts well the proportion of native
  and ethnic population in the neighbourhood of
  Leicester, Roubaix, South of Stockholm.

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Dealing with ethnic minority pupils

• Advantages of having ethnic background pupils
• The pilot schools all mention multiculturalism on
  the first place as the positive aspect of having
  pupils with ethnic background. Besides of
  multiculturalism the following advantages were
  mentioned
• Enriching, that broadens the mind
• Socialize kids to respect the Other
• Spontaneous and warm influence on relation
• Part of a powerful community
• Mutual understanding process
• Mixed classes/schools are the place to reduce
  prejudice

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Dealing with ethnic minority pupils

• Disadvantages
• Negative aspects are less articulated, and
  usually they are connected to the parents (and
  not to the students directly)
• Behaviour problems
• Different upbringing
• Poverty, parents language barriers
• Differences in between school and parents house
• Conflicts in between expectation of school and
  home
• There are examples of looking at negative aspects
  from pupils point of view
• White students might face difficulties (in a
  class where they are the minority)
• Ethnic background pupils face difficulties while
  trying to integrate

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Dealing with ethnic minority pupils details

• Advantages of having ethnic background pupils
• The pilot schools all mention multiculturalism on
  the first place as the positive aspect of having
  pupils with ethnic background.
• In Roubaix and in Leiria it is described
  enriching, that broadens the mind.
• In Budapest the same is expressed, emphasizing
  ethnic background pupils natural talents
  (playing musical instruments, singing, dancing).
  Besides of this, it is said, that ethnically
  mixed classes socialize kids to respect the
  Other.
• At the Swedish school it is said, that ethnic
  background pupils have a spontaneous and warm
  influence on relation.
• At Leicester pilot school ethnic background
  pupils are mentioned as part of a powerful
  community that is deeply embedded in religion and
  culture. The good understanding of community and
  school comes from the high aspirations of the
  families.

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Dealing with ethnic minority pupils details

• At Hervion College and at IGS Hannover-Linden it
  is expressed, that the presence of ethnic
  background pupils help integration. It is tackled
  as a mutual understanding process.
• In Den Bosch the headmaster states that there is
  an improvement in girls motivation. As
  integration is improved at school girls are
  more involved in school-work than they used to be
  before the same could be expected or hoped for
  the whole society. In this sense school is the
  place to reduce prejudice.

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Dealing with ethnic minority pupils details

• Disadvantages of having ethnic background pupils
• At the Swedish and French school behaviour
  problems are emphasized. At Annersta the
  headmaster assumes that lack of respect has its
  roots in the different upbringing. At College
  Anna Frank the behaviour problems are traced back
  to the difficulties of families poverty,
  parents language barriers. As a consequence,
  kids take advantage of the lack of contact in
  between school and parents, and easily skip
  school days.
• At Hervion College and at IGS Hannover-Linden
  they see the problems core in the differences in
  between school and parents house. At the German
  pilot school they state that parents with ethnic
  background participate less in schoolwork, than
  the native parents, and this plays its role in
  their kids low involvement.
• At the Dutch pilot school the focus is on Islamic
  girls who experience conflicts in between
  expectation of school and home. Islamic girls
  usually keep it secret at home, that they
  correspond with others on e-mail.

22
Dealing with ethnic minority pupils details

• Concerning the ethnic background pupils
  powerful community at Leicester pilot school,
  it is the white students who might face
  difficulties. The minority group of white pupils
  have less encouragement, less support from their
  parents, as these families usually do not offer
  naturally rich base for culture.
• At the Hungarian pilot school the problem is
  localized from the ethnic background pupils
  point of view, as it is themselves who have to
  integrate. In their case it s not only changing
  the school what sometimes is difficult enough -
  but changing everything.
• At the Portuguese pilot school no particular
  problems are mentioned connected only to the
  ethnic background pupils. Students generally have
  difficulties as many of them come from socially
  disadvantaged families - adapting to the school
  culture and rules.

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Special skills on behalf of the teachers

• All involved schools take language, second
  language skills as requirements for dealing with
  ethnic minority pupils. Besides of language
  issue, pilot schools in Leicester and in Den
  Bosch underline the importance of cultural and
  religious knowledge. At Rushey Mead there is an
  intention of representing different cultural
  background for better understanding - even at
  the school staff.
• Empathy and flexibility are the most often
  mentioned attitudes that are taken desirable for
  teachers working with ethnic minority pupils.
• At IGS Hannover-Linden the headmaster emphasizes
  a special competency which is based on a violence
  recognition - reaction training.
• At Escola EB, according to the schools
  Educational Guideline, teachers differentiate
  within the classroom. Probably due to ethnic
  minority pupils small percentage there is no
  particular guideline for ethnic minority pupils .
  

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Involvement in international student programmes
Schools involvement

• All of the pilot schools pupils except of the
  Hungarian pupils have some kind of contacts
  with school kids from other European or
  non-European countries.
• Rushey Mead seems to have the most contacts they
  are involved in a Comenius1 (Get-in!) they have
  partner schools in China and South Africa.
  Through Rushey Mead Foundation they do charity
  work in Gujarat, Sri Lanka, Goa.
• We can find real and virtual exchanges at most of
  pilot schools. E.g. IGS Hannover-Linden, Hervion
  College.
• The Portuguese pilot school does not promote
  international exchange programmes (real
  exchanges), because of the consequences, that it
  creates segregation in between group of pupils
  who can go, and who cannot go. Instead of this
  they look for equal opportunities, e.g. like
  E-Twinning, which is already used by their
  students.

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Involvement in international student programmes
detailed examples

• Schools involvement
• All of the pilot schools pupils except of the
  Hungarian pupils have some kind of contacts
  with school kids from other European or
  non-European countries.
• Rushey Mead seems to have the most contacts they
  are involved in a Comenius1 (Get-in!) they have
  partner schools in China and South Africa.
  Through Rushey Mead Foundation they do charity
  work in Gujarat, Sri Lanka, Goa.
• The German and the Dutch pilot schools both have
  two contacts or student programmers. IGS
  Hannover-Linden has a partner school in Senegal
  and they take part also in a Comenius 1
  (Get-in!). At Hervion College pupils can
  participate in an exchange programme with two
  German schools.
• College Anna Frank has a link with a German
  school. Pupils make exchanges in reality and
  virtually too.
• Annersta, the Swedish pilot school is involved in
  Euro teens and they are looking forward starting
  their Comenius 1 (Get-in!) project.

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Involvement in international student programmes
detailed examples

• The headmaster of Escola EB, the Portuguese
  school does not promote international exchange
  programmes, because of the consequences, that it
  creates segregation in between group of pupils
  who can go, and who cannot go. Instead of this
  they look for equal opportunities, like
  E-Twinning, which is already used by their
  students.
• Dob Street Bilingual School has only the coming
  up Comenius 1 (Get-in!) this year.

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Involvement in international student programmes
Students involvement

• Most of the pilot schools agree that there are no
  differences in between pupils with ethnic or
  non-ethnic background concerning involvement at
  school. (overrepresentation of ethnic background
  pupils).
• Although food and accommodation could be a
  problem (religious)
• The most common differentiation is made in
  between ethnic background girls and boys.
• In conservative, religious (usually Islamic)
  families daughters are more protected than boys
• Other obstacles
• Socio-economic reasons (ethnic background
  families have generally lower income)
• Language barriers, communication problems (kids,
  parents).
• Lack of motivation from parents (parents do not
  necessarily understand the positive outcomes of
  involvement)

28
Involvement in international student programmes
detailed examples

• Students involvement
• All pilot schools agree that there are no
  differences in between pupils with ethnic or
  non-ethnic background concerning involvement at
  school. This partly comes from the fact, that at
  many of these schools Rushey Mead, College Anna
  Frank, Annarsta - there are more pupils with
  ethnic background than with non-ethnic
  background.
• Besides of this general opinion headmasters do
  find differences in pupils involvement at a more
  detailed analysis. The most common
  differentiation is made in between ethnic
  background girls and boys. Although there is a
  visible change in the traditional way of what to
  expect from girls, the traditional differences
  are still detected.
• Most of headmasters bring up religious (usually
  Islamic) and sexual issues for explaining the
  reason for it. It is commonly stated that in
  conservative, religious families daughters are
  more protected - and thus less allowed to get
  involved in matters outside of the house than
  boys.
• In Holland Islamic families are addressed with
  this, in Germany the Turkish and families from
  the former Soviet Unions conservative countries
  are defined under this phenomenon. In France it
  is the Arabic family again, and in Hungary the
  Roma.

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Involvement in international student programmes
detailed examples

• Students involvement
• Talking about the obstacles preventing ethnic
  minority students from participation
  socio-economic reasons are commonly mentioned,
  as ethnic background families have generally
  lower income than the native families.
• Besides of the above-mentioned sexual issue in
  case of teenage girls, Food and accommodation is
  other issue that plays an important role in the
  hesitation of religious families.
• The existing language barriers, communication
  problems cannot help overcoming parents
  uncertainties.
• There is a gap in between school and home as the
  Dutch pilot schools headmaster said it. Ethnic
  minority parents have a different view on school
  they do not necessarily understand the positive
  outcomes of involving in activities other than
  the compulsory school activities.

30
Involvement in international student programmes
detailed examples

• Students involvement
• Going even further, at the Hungarian pilot school
  the Roma students from their teenage years are
  difficult to keep at school . Moreover, while
  ethnic minority - other nationality -pupils have
  usually better English than native Hungarian
  pupils, thus it is easy to involve them, Roma
  pupils are less easily motivated because of not
  speaking other languages .
• At the Portuguese school there are other type of
  communication obstacles preventing ethnic
  minority students involvement from online
  projects, like E-Twinning Brazilian and Cape
  Viridian pupils are not familiar with computers,
  thus they are not enthusiastic about using them.
  The Eastern European students do not have a
  proper keyboard to write on.

31
To increase pupils involvement

• Nearly all the headmasters mention schools
  responsibility on the first place in increasing
  the participation of ethnic minority pupils.
• Contacts with parents and with communities should
  be intensified for creating a reliable,
  supportive environment.
• School should emphasize more the educational
  benefits of this type of projects .
• More involvement would be desirable from school
  teachers for motivating kids.
• Some good practices
• KUMI (Hervion College) - The programme is based
  on the assumption that foreign pupils rather
  respond to members of their own ethnic group.
• Foreign teachers at school (Rushey Mead, Hervion
  College)
• Besides of school responsibility, the families
  responsibility is mentioned on the second place.
  Open their minds, trust their child, relay on
  the staff. (College A. Frank).
• All pilot schools agree that pupils themselves
  have the smallest responsibility in their low
  involvement (kids involvment usually reflects
  parents attitudes, priorities).

32
To increase pupils involvement details

• At Hervion College they have a special programme
  for working with foreign kids. The programme is
  based on the assumption that foreign pupils
  rather respond to members of their own ethnic
  group.
• Two pilot schools Rushey Mead, Hervion College
  - bring up the importance spontaneously of having
  foreign teachers at their school.
• At the French, at the Portuguese and at the
  Hungarian pilot schools it is expressed that more
  activity, more involvement would be desirable
  from school teachers for motivating kids.
• Hungarian headmaster draws attention to the fact,
  that Hungarian schools are still too strict,
  hierarchic after school activities it still have
  a compulsory sense. Besides of working on the
  creation of a more open, friendlier school,
  school and teachers should have a response to the
  countrys materialistic attitude, should show
  alternatives to pupils.

33
To increase pupils involvement details

• At Hervion College they have a special programme
  for working with foreign kids. The programme is
  based on the assumption that foreign pupils
  rather respond to members of their own ethnic
  group.
• Two pilot schools Rushey Mead, Hervion College
  - bring up the importance spontaneously of having
  foreign teachers at their school.
• At the French, at the Portuguese and at the
  Hungarian pilot schools it is expressed that more
  activity, more involvement would be desirable
  from school teachers for motivating kids.
• Hungarian headmaster draws attention to the fact,
  that Hungarian schools are still too strict,
  hierarchic after school activities it still have
  a compulsory sense. Besides of working on the
  creation of a more open, friendlier school,
  school and teachers should have a response to the
  countrys materialistic attitude, should show
  alternatives to pupils.

34
To increase pupils involvement details

• On the second place it is the families
  responsibility in increasing the participation of
  ethnic minority pupils. Parents should be open
  enough to respond positively and participate at
  the events organised by school.
• As the French pilot school headmaster expressed
  it Open their minds, trust their child, relay
  on the staff.
• Portuguese headmaster detects kids involvement in
  their parents priority. While Eastern European
  parents priority is their childrens educational
  and technical knowledge, other foreign parents
  priority is to save money and send it home for
  the rest of the family, thus their kids usually
  get less motivation from home.
• All pilot schools agree that pupils are usually
  not the problem. Although the pupils themselves
  have the smallest responsibility in their
  low/high involvement, at Rushey Mead they would
  expect more activity from pupils part on parents
  evening, while presenting to the parents. At
  Hervion College more respect is mentioned from
  pupils towards school system and the integrating
  countrys language.
• It is worth mentioning that school
  directors/school teachers claim the biggest share
  of responsibility for themselves in increasing
  the participation of ethnic minority pupils.

35
How do international projects help schools?

• The pilot schools differentiate in between
  international projects influence on the school
  level, and on the pupils level.
• On the school level
• Awareness of opportunities
• Links/partners
• Good practices from other schools
• Financial assistance
• On the pupils level
• It gives objectives, goals, motivation
• It gives opportunity to meet Europe
• It gives openness, that will be inherited by next
  generations
• To meet up virtually or really
• To feel safe in unknown, foreign environment
• To develop themselves as world citizens

36
Get-in! project

• Get-in! influence on ethnic minority students
• What all pilot schools share Get-in is
  definitely going to change those who are taking
  part in it.
• College Anna Frank headmaster summarises the
  proper steps to be taken while focusing on the
  parents
• Get-in! can influence if we gain the families
  trust, their mentality will change.
• At Annarsta the focus is on the kids
• Suburban kids are isolated, but Get-in! could
  assist in broadening their mind.
• At Dob Street Bilingual School the emphasis is on
  the concrete activity, that is going to be
  realised
• Kids will get to know themselves and the Other
  while improving their language knowledge.
• For achieving the desired outcome of Get-in! IGS
  Hannover-Lindens headmaster draws attention for
  the better promotion of Get-in! both on
  national/international level and on school level,
  among the school staff.
• At Rushey Mead good practices, new directions are
  expected from taking part in Get-in! The
  experiences of the project could be a great help
  in the future while working with ethnic minority
  students.

37
Focus group discussion
38
Conducting focus group discussions

• Focus group discussion is the most spontaneous
  research method. As participants are encouraged
  to exchange ideas, opinions about a topic, that
  they all have experience with. Free-association,
  games and group dynamics bring up different
  opinions, which develops into a pattern.
• The groups pattern tells us a lot about the
  actual situation.
• While expert interviews showed us ethnic minority
  students from the school point of view, focus
  group discussion is the other way around, as
  ethnic minority students expressed their opinion
  on international programmes, school projects (see
  Annex 3).

39
Methodology - Criteria

• To have a real picture of the actual situation
  the focus group participants have to be selected
  carefully, according to the following criteria
• The number of participants should be between 6
  and 10.
• All participants should represent ethnic minority
  pupils of the school.
• Participants should be between 12 and 14 years of
  age
• The group should consist of girls (if there are
  two groups, then one should be with girls and the
  other with boys).
• Participants if possible, should come from
  different classes, and are not supposed to know
  each other
• Although we all agreed in the above-mentioned
  criteria, it was also clear, that exceptions
  could be made, if there are technical obstacles.

40
Methodology Failed criteria

• Conclusions of failed criteria
• Criteria were too strict in many aspects.
• E.g. gender criteria There were schools where
  not all the participants belonged to the same
  gender. According to mixed focus groups
  experiences participants did not feel uneasy,
  indeed girls and boys participation at the same
  time was fruitful.
• Although the criteria were well set, it was
  difficult to fulfil.
• E.g. participated pupils usually knew each
  other. The criteria that participants should not
  know each other, is one of the most important
  rules of focus group discussions, but in our
  case, at schools it was nearly impossible to
  fulfil. Especially, that participants were
  already chosen based on their ethnic minority
  origin.

41
Participants

• Participants varied concerning ethnic minority
  origin. Still there were some typical patterns to
  be mentioned
• At Rushey Mead Asians took part in the
  discussion. At Dob Street the selection of
  participants Roma, Chinese, Serb - also
  reflected the schools main ethnic minority
  groups.
• The age criteria - Participants should be between
  12 and 14 years of age was fulfilled at all
  focus group discussion. Participants were usually
  12-13 years old.
• The sex criteria - The group should consist of
  girls was fulfilled only at Rushey Mead, as
  there were only girl participants at the
  discussion.
• The number of participants criteria - The number
  of participants should be between 6 and 10 - were
  also fulfilled, as participants number varied
  from 6 to 10.

42
International programmes - Information

• As we already know from statistical data and
  expert interviews there are big differences
  between schools concerning involvement in
  international programmes.
• Pupils are usually less informed than their
  teachers/headmasters concerning international
  programmes available at school.
• It seems that the explanation for the students of
  being well informed is not only in the numerous
  links that a school maintains but also in the
  promotion of the opportunities.
• Pupils usually differentiate in between actual
  exchanges real visits to other countries, other
  schools abroad and virtual opportunities.
• Those focus group participated students who have
  taken part / take part in international
  programmes proved to be the best informed about
  their schools links abroad.
• The already involved pupils showed a great
  enthusiasm, and seemed to be very motivated for
  future involvements.

43
Participation in international programmes

• Although as pupils say - actual exchanges
  abroad had a bigger effect on participated
  pupils, than virtual ones, the deprivation was
  also deeper in case of actual exchanges, if
  someone was not able to participate.
• At the Swedish school pupils get frustrated
  because of decreasing opportunities less and
  less students can participate in the single
  international programme what is available at
  their school, thus they loose motivation in
  trying to get involved.
• Even at schools where there are many
  opportunities pupils feel deprived, if they
  cannot join a known project for some reason. At
  Rushey Mead pupils commented that it was not
  fair that we had to wait until year ten to join
  in the pen-pal scheme.

44
Differences between boys and girls
participation

• Similarly to the expert interviews opinions
  pupils also usually expressed that there are no
  differences between girls and boys
  participation in international programmes.
• At a deeper analysis the following opinions were
  articulated by boys
• Girls usually get more involved than boys
• It depends on the type of programme
• Girls are too shy and lacking in confidence
• Parents could be over-protective with girls
• The followings by girls
• It depends on the type of programme
• Girls often admitted that their parents would not
  let them go, and mentioned religious issues
  like
• Mixing boys and girls (Islam religion)
• Eating habits (Hindu religion)

45
Differences between boys and girls
participation details

• Similarly to the expert interviews opinions
  pupils also expressed that there are no
  differences between girls and boys
  participation in international programmes. Indeed
  at many focus group discussions it is emphasised
  that girls usually get more involved than boys.
  At College Anna Frank pupils opinion was
• Maybe girls are more committed to a project
  because they are more serious, and want to do
  things properly.
• Going into a deeper analysing at some discussions
  students share the opinion that it depends on the
  type of programme (Hungarian, English schools
  discussion), since there are differences between
  girls and boys concerning their field of
  interest. At Rushey Mead the followings were
  expressed
• Boys are more active and competitive, while
  girls are calmer, better at team work more boys
  go on the skiing trip, but more girls go on the
  science visit.

46
Differences between boys and girls
participation details

• At College Anna Frank it is expressed, that for
  girls it is more important than for boys knowing
  the other pupils taking part in the project.
• This is connected with the opinion articulated at
  Rushey Mead Girls are too shy and lacking in
  confidence, which has its roots in family
  dynamics, that parents could be over-protective
  with girls, and more inclined to allow boys to
  go.
• At IGS Hannover-Linden a Lebanese girl admitted
  that her parents would not let her go abroad with
  an international programme. She also stated that
  she could not convince them because her parents
  would think that the teacher couldnt take care
  of her.
• Besides of different traditions concerning girls
  and boys upbringing, issues like mixing boys and
  girls (Islam religion), and meals (Hindu
  religion) were also articulated at many focus
  group discussions.

47
Differences between boys and girls
participation details

• At College Anna Frank girls came to the
  conclusion that their parents would probably not
  let them participate in an international exchange
  if there were boys participating too.
• Asian girls at Rushey Mead expressed tension
  between being able to stick to religious rules in
  a foreign country and being polite with the host
  family, e.g. if there is no vegetarian food or it
  is limited how to communicate it without being
  impolite.

48
Biggest obstacle in participating

• Besides of the mentioned obstacles everybody
  agreed that money was the biggest obstacle.
• At the Portuguese and at the German school
  teachers lack of motivation was also expressed.
  Pupils would expect teachers to share information
  with everybody on time, and to prepare students
  well for participation.
• At some schools students also mentioned language
  as an obstacle, if good language knowledge is
  required for taking part in the programme.

49
How the school encourages

• At most focus group discussions students talked
  about this topic in conditional, thus what school
  should do to encourage pupils.
• Teachers motivation was mentioned on the first
  place.
• At Rushey Mead, girls reflected on the
  differences between girls and boys
  participation. They had many ideas for helping
  girls involvement
• Teachers could talk separately to girls
• Presentations could be made to parents, with
  video, explanation and chance to ask questions.
• Some programmes (exchanges) could be made for
  girls only.
• If programmes allowed more pupils to join, e.g.
  their parents would more likely to let them go,
  if they knew their daughters friend was also
  going.

50
Get-in! knowledge

• Get-in! knowledge varied depending on the fact if
  the programme was already presented to the pupils
  or not.
• Pupils had no information on Get-in at Rushey
  Mead and at IGS Hannover-Linden.
• Students had some vague ideas of the programme at
  Annersta and at Dob Street Bilingual.
• At College Anna Frank and at Escola EB focus
  group participants seemed to be excited about the
  project, and there were already girls who have
  decided to take part in Get-in! Girls.

51
Impressions
52
Next steps for second wave evaluation

• With the cooperation of Get-in seven partner we
  got a rich, informative material on the pilot
  schools.
• This information is the base for the second wave
  evaluation.
• We already collected good practices, and
  recommendations both from teachers and students.
• A conclusion has to be made in case of focus
  group discussions to achieve a more
  sophisticated material in the second wave of
  evaluation we have to work with qualitative
  researchers/experts.
• Pilot schools have already high expectations
  towards the coming up Get-in projects!