Diapositiva 1

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EVALUATION OF THE AGENTS FOR CHANGE
PROGRAM GERMINARE FOUNDATION
IMPACT EVALUATION
Students, parents, classmates, school
principals and sponsors
Buenos Aires,
2012
STUDY CARRIED OUT WITH THE ENDORSEMENT OF THE
TORCUATO DI TELLA UNIVERSITY
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INTRODUCTION -The following report presents the
results of the study conducted to evaluate the
impact of the Agents for Change Program carried
out by Germinare Foundation. -In this study, the
Program was assessed by the different actors
involved -Students -Parents -Classmates
-Sponsors -School principals -The study was
conducted between August and September, 2011,
through self-administered surveys.
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INTRODUCTION BY MANUEL MORA Y ARAUJO
Director of the Journalism Masters UTDT-La Nación
and Former Vice-Chancellor, Torcuato Di Tella
University www.utdt.edu THE WAY TO ACCESS A GOOD
EDUCATION One of the key aspects in the
Argentine development from the second half of the
19th Century was the successful education system.
It secured a virtually universal basic education,
promoted a good high school education, and filled
the country with good universities. The system
was based on two fundamental pillars good
education, accessible to all. However, diverse
circumstances led to a loss of quality and to an
increasing inequality in the opportunities to
access a good education. As years went by, the
educational options diversified, the average
quality of education declined, and the
accessibility became more uneven. This is the
reality today. Indeed, these two fundamental
values of the education system continue to be a
primary concern in our society and continue to
motivate different kinds of actions designed to
correct the shortcomings in the quality and
accessibility of the education system. A
prominent social organization that is inspired by
these values and works in this direction is
Germinare Foundation, through its Agents for
Change Program. Germinare directs its efforts
towards young people with a low level of
financial resources. Last year, Germinare
conducted a sociological study aimed at
evaluating the impact of the Agents for Change
Program. The assessment was based on opinion
surveys taken by different target groups
associated with education issues students,
parents, classmates, sponsors and school
principals. The results of this study are
presented here. I believe there is no better way
to approach the educational problem in Argentina
than considering the information presented in
this report. Germinare identifies children with
good learning potential and helps them build a
viable strategy to access the system and develop
their own education. This research reflects the
favorable assessment of the Program by all actors
involved. One of the conclusions is that
Germinare brings about real changes in the lives
of both the students participating in the Program
and their families. It opens a door towards the
recovery of that early educational ideal pursuing
that very same goal to produce a change in the
lives of people, and in their society, through
education. Good education changes students who
receive it, but it also indirectly impacts on
their families and contributes to a change on the
values and perceptions of those who interact with
them. Looking at the bigger picture, this alone
will suffice to believe in the possibility of
changing our nation into a different, better
country.
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INTRODUCTION BY MANUEL MORA Y ARAUJO
These children and their parents are real agents
for change. Families with low resources are given
the chance to take the road towards social
mobility which was the key to Argentine
development in the last century. They become
actors in their own lives and, as a result, in
the lives of their families. Not only does
education contribute to their economical
progress, but it also opens their minds and those
of everyone in their families, their community
and the schools they attend. And the result is a
complex process of individual and social change.
Some time ago, on a paper for Torcuato Di Tella
University, I had the chance to write that we
live in a world where knowledge has become a
fundamental asset. People who lack this asset are
doomed to marginalization. Educational
inequality, then, strengthens economic
inequality. Therefore, reducing the gap in access
to knowledge is essential. Germinares work is a
valuable contribution towards that goal, as
evidenced in the study presented in the following
pages.   I imagine that, for Germinares managers
and volunteers, this excellent evaluation of
their work must be a great satisfaction. I would
also like to highlight that it may lead the way
for many others this is the right path, these
are the kind of efforts that help strengthen
Argentinas position in this knowledge-governed
world and allow more young people in the country
to feel, and be, a part of it. We know that
when we educate college students, we are also
bringing up tomorrow's leaders. Creating
opportunities for young people who otherwise
would hardly have the chance to access a good
college education is a contribution towards the
origination of a more plural leadership force for
the future, more in keeping with the actual
diversity of our society. More people prepared to
access present knowledge and to be knowledge
producers, inventors and innovative professionals
themselves a horizon where the ideal of a better
country and the ideal of a less unequal society
merge into one.
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RESULT ANALYSIS

• Executive Summary
• The Agents for Change Program carried out by
  Germinare Foundation obtains an outstandingly
  favorable assessment among all actors involved.
• Germinare brings about real changes in the lives
  of both the students participating in the Program
  and their families.
• There is a clear perception of an improvement in
  the standard of living as a result of
  participating in the Program and achieving the
  goals set before participation.
• Students approached Germinare looking for an
  improvement in their academic level wanting to
  learn more and have reached their goal. Indeed,
  an increase in the academic standards is one of
  the main differences found by students in the new
  schools. And this view is shared by the
  interviewed parents.
• Students appreciate the academic advantage
  provided by their participation in the Program,
  and also acknowledge changes in their study
  method, their sense of progress and even their
  personality more self-confident, with an
  increase in self-esteem. They also cherish the
  opportunity to fit into different realities.

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RESULT ANALYSIS

• Executive Summary
• Germinare achieves the proposed goals. The
  results exceed the school/academic field. As
  mentioned before, they impact on the personal
  life. The Program leads to the acquisition and
  reinforcement of values among the students, and
  both they and those accompanying them acknowledge
  Germinares dual merit.
• As an additional merit, the Program also produces
  added benefits those that stimulate a positive
  action in the actors who are not direct
  beneficiaries of the Program.
• Similarly, in the school environment, values are
  built on the classmates of the participants of
  the Program. It promotes not only solidarity to
  but also admiration for Germinare students. The
  integration process receives a highly favorable
  assessment.  
• As a result, the role of "building values"
  spreads to other actors, beyond the benefits
  generated to the participants of the Program.
• There is broad consensus regarding the support
  offered by Germinare. Both students and parents
  agree that the Institution provides global
  support and follow-through in the academic and
  the personal/emotional areas.
• Germinare is mentioned as an Institution with a
  highly favorable assessment on grounds of
  transparency. According to the school principals,
  it is because of this characteristic, along with
  the quality of the Program and the social
  inclusion it promotes, that Germinare is chosen.

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Executive Report I. The Impact of the Program on
the Students -The Agents for Change Program
carried out by Germinare Foundation obtains an
outstandingly favorable assessment among all
actors involved. Germinare brings about real
changes in the lives of the students. There is a
clear perception of an improvement in the
standard of living as a result of participating
in the Program.

DID THE STUDENTS LIFE IMPROVE AS A RESULT OF THE
PROGRAM?
()
() -In the case of the sponsors, the possible
answers were Yes and No, and the result was
also largely positive 93 and 7, respectively.
A Germinare student, Maico Cáceres, stated...
Germinare changed my life and helped open my
mind to countless things. Both in the academic
and social aspects, it helped me discover
different realities, and today I feel inspired to
help those in real need
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Executive Report I. The Impact of the Program on
the Students (Cont.)
-The vast majority of the students stated that
they would enter the Program again. And they also
agreed that since their participation they have
broaden their vision of reality.
THE VAST MAJORITY OF THE STUDENTS WOULD
ENTER THE PROGRAM AGAIN
THE PROGRAM GAVE MOST OF THE STUDENTS A BROADER
PICTURE OF REALITY


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Executive Report I. The Impact of the Program on
the Students (Cont.)
-The Agents for Change Program is, according to
the students themselves, their parents, sponsors,
classmates and school principals, a great source
of both academic and personal opportunities,
advantages and improvements.
Opportunities provided by the program,
according to parents, sponsors and principals

Changes from participation, according to the
students
PARENTS SPONSORS PRINCIPALS
The school is better in every sense 81 47 65
They learn languages 46 13 30
They have a lot of activities 40 0 0
They prepare for further education 39 63 70
They prepare for the job market 39 60 45
They have friends who share their goals 36 10 10
They acquire new values and habits - 63 60
They become inspired by others ambitions - 20 -
Advantages of the
Program, according to classmates
() Note Only categories with more than 20 of
agreement are shown.
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Executive Report I. The Impact of the Program on
the Students (Cont.)

-Most parents report major differences between
the education received by those of their children
who participate in the Agents for Change Program
and those who do not.
PARENTS
Most of the surveyed parents (67) find
differences between the education received by
those of their children who participate in the
Agents for Change Program and those who do not.
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Executive Report II. The Impact of the Program
on the Families
-The student's participation in the Agents for
Change Program also impacts on the family. This
is acknowledged by all actors involved.
WHAT WAS THE IMPACT OF THE PROGRAM ON THE
FAMILIES?
Testimonies by Mrs. Lorena Figueroa, Brian and
Diegos mother, and Mrs. Ruiz, Ayeléns mother.

Germinare provided the possibility of a better
future and a better education for my children. It
was the best, the greatest thing that has ever
happened to us. It is really like my family.
Germinare changed me and my family. From the
beginning, Ayelén changed herself and changed us.
Every new thing she told us about her school made
her eyes shine won competitions, medals, new
certifications, words of enthusiasm and
encouragement from her teachers. It was a big
surprise for me to learn that her teachers had
voted for her to win the Students Medal for
Merit. It filled me with pride and excitement
Her effort to complete her studies and take a
degree has been infectious, and now I am
finishing high school
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Executive Report II. The Impact of the Program
on the School Community
-The vision of the classmates about the
presence of Germinare students is widely
positive.  
DO CLASSMATES FEEL COMFORTABLE SHARING A CLASS
WITH GERMINARE STUDENTS?
RESULTS OF SHARING A CLASS WITH A GERMINARE
STUDENT

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Executive Report II. The Impact of the Program
on the School Community (Cont.)
-According to school principals, the
participation of the school in the Agents for
Change Program mainly leads to greater tolerance
to differences, as well as a deeper sense of
reality in the school community.
PRINCIPALS
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Executive Report III. Germinare's Role
-Germinare successfully follows through the
participation process in the Agents for Change
Program. This is clearly noticed by all segments
interviewed regarding this issue.
STUDENTS GERMINARE AND STAFFS SUPPORT
PARENTS GERMINARES SUPPORT IN THEIR ADAPTATION
PROCESS
GERMINARE SUPPORTS THEM
THEY FEEL


PRINCIPALS GERMINARES FOLLOW-THROUGH FOR THE
SCHOOL
GERMINARE SUPPORTS THEM

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Result Interpretation Based on Institutional
Goals
Students Group
Germinare aims at..
Investigation Results
Students wanted to learn more than they did in
their previous schools, and the new school
provided higher academic standards and more
discipline.
Granting a better education to students who are
dissatisfied with their current academic
situation
Most of the interviewees perceive a change.
Students specifically report that Germinare
brings about changes in their lives and the
lives of their families.
Bringing about a real change in the lives of the
children and their families
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Result Interpretation Based on Institutional Goals
Parents Group
Investigation Results
Germinare aims at..
As perceived by parents. They widely value the
education received by those of their children
who participate in the Program as opposed to the
one received by those who do not.
Granting a better education to students who are
dissatisfied with their current academic situation
Bringing about a real change in the lives of the
children and their families
To the vast majority of the parents, their
childrens life improved since their
participation in the Program.
Building and passing on values
Germinare seems to bring about results that go
beyond expectations. Students enter the program
for academic Reasons and the positive impact has
components related to personal areas. E.g..
more responsibility.
Social integration Open-mindedness
For the parents, the Program development
promotes this value. They see their children
integrated with their classmates.
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TECHNICAL SPECIFICATIONS

Students participating in the Agents
for Change Universe
Program. Parents, sponsors,
classmates, and
school principals.

Sample
589 cases in total
Methodology
Quantitative
Data-Collection Technique
Self-administered surveys
Sampling Timeframe
August and September, 2011
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THE SAMPLE The following chart compares the
universes (actual number of individuals that
belong to each group) to the sample (number of
individuals surveyed).
UNIVERSE SAMPLE
Students 117 113
Parents 113 106
Schoolmates ()1 320
Sponsors 57 30
Principals 20 20
TOTAL 589
() An estimated sample of 306 cases had been
anticipated, but, in the end, 320 people were
surveyed. The number for Universe is not
provided due to the lack of information on the
actual figure.
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METHODOLOGY AND SAMPLE

• This quantitative study was carried out through
  589 self-administered surveys among the different
  population groups involved in the program
  participating students, parents, classmates,
  principals of the participating schools and
  sponsors.
• This was accomplished trough the use of a
  semi-structured questionnaire, with both open-
  and closed-ended questions.
• A chart comparing the universe (actual number of
  individuals in each population group) to the
  sample (number of individuals surveyed) is
  presented next.