Final report

START

ERASMUS+ TRIP 2019-1-SK01-KA229-060651Travelling Raises an Inclusive Partnership - TRIP

FINAL ASSESSMENT

O2. Social Inclusion

O4. Heritage

Project Outcomes

Implementation

O1.Entrepreneurship

O3. ITC

INDEX

Promoting entrepreneurship

promote the tourism entrepreneurship among young people creating a simulated student travel agency at each partner school

teach students how to create successful tourism products

teach students to manage their finances and to plan the budget according to costing.

help students gain 21st century skills by using the entrepreneurial learning approach

enhance the school cooperation with a tourism entrepreneurs in local, regional or national level.

The project has managed to:

General Outcome

Are the TRIP participants satisfied with the service of the travel agencies?
How many people take part in the L/T/Ts?
Are the stakeholders involved?
Is the dissemination guaranteed?
Is the dissemination effective?
Are the 21st century skills integrated in the classes?
Are we using a PBL approach?

At the beginning of the project, indicators and acceptance criteria were established to answer the following questions:

EVIDENCE

Place the cursor on the bars to see the exact result

Is the dissemination guaranteed?

I4. N. of promotional materials

Are the stakeholders reached at Mini Fairs?

I3. N. of stakeholders involved

How many people take part in the L/T/Ts?

I2. N.of participants in LTTs

QUANTITATIVE RESULTS

Are participants satisfied with the travel agencies?

I1. Satisfaction of the mobility participants

Are we using a PBL approach?

7. Number of lesson plans based on PBL included in the curricula

Are the 21st century skills integrated in the classes?

I6. Number of lesson plans included in the school curricula

QUANTITATIVE RESULTS

Is the dissemination effective?

II5. Number of local organisations involved

Communication and Collaboration

The adquisition of 21st century skills was done with the help of a rubric answered by the project teachers. The graphic shows the percentage of students that adquired the described levels.

QUALITATIVE RESULTS

Acquisition of 21st century skills

Research and information Fluency

RUBRIC SAMPLE

Creativity and Innovation

INDEX

QUALITATIVE RESULTS

Acquisition of 21st century skills

Critical Thinking

RUBRIC SAMPLE

Promoting Social Inclusion

include participants that suffer from social or economic disadvantages, geographical obstacles, educational or health problems and disabilities.

plan and realize a day trip for disadvantaged people.

teach students how to behave in public places, to prove kindness, proper social behaviour and respect for all people despite the cultural differences.

Regarding Social Inclusion, the project has accomplished to:

General Outcome

Are we promoting equality?
Are we creating a culture of fairness and inclusion?

At the beginning of the project, indicators and acceptance criteria were established to answer the following questions:

Evidence

I10. N. of participants in Social Inclusion Trips

Are we promoting inclusion?

Are we creating a culture of fairness and inclusion?

I9. N. disadvantaged participants in the TRIP clubs

QUANTITATIVE RESULTS

Are we promoting equality?

I8. N. of disadvantaged participants in LTTs

YESNO

Was there a calm, purposeful learning environment?

Did the project create opportunities to listen to all students?

Was the project aware of the specific needs of all students?

To assess the inclusiveness of the project we designed an observation grid that was completed by the teachers attending the mobilities and by the coordinator of the TRIP Travel Agencies

QUALITATIVE RESULTS

Inclusiveness of the project

Were students with special learning needs included?

grid SAMPLE

YESNO

Was there any gender/race/nationallity/ religion discrimination?

Was there a supportive peer culture among students?

Was the students' progress compared in any way?

To assess the inclusiveness of the project we designed an observation grid that was completed by the teachers attending the mobilities and by the coordinator of the TRIP Travel Agencies

QUALITATIVE RESULTS

Inclusiveness of the project

Were the timetibles and key information clearly displayed?

INDEX

grid SAMPLE

Promoting ITC

use ICT to create the results and outputs of the project.

involve new ICT to promote our project and its results

Our aim in the area of information technologies was to:

General Outcome

Are we using ITC tools?
Are the bulletins acceptable?
Are we promoting the project effectively?
Is the website effective?

At the beginning of the project , indicators and acceptance criteria were established to answer the following questions:

Evidence

Is the website effective?

I14. Number of webpage visits

Are we promoting the project effectively?

I3. Number of press releases

Are the bulletins acceptable?

I12. Number of bulletins produced

QUANTITATIVE RESULTS

Are we using ITC tools?

I11. Number of ITC tools used (PC software, apps, …)

QUANTITATIVE RESULTS

INDEX

Are the social media channels effective?

I15. Number of followers (Facebook/instagram…)

Promoting Natural and Cultural Heritage

create tourism products focused on UNESCO World Heritage Sights which comprise cultural but also natural monuments and spots.

improve the awareness of the participants about the European cultural and natural heritage based on the visits of the most important and the most attractive local and regional tourist highlights.

According to the priority of cultural heritage we accomplished to:

General Outcome

Have natural and cultural heritage sites been included?
Have natural and cultural heritage sites been disseminated?
Have natural and cultural heritage sites been implemented in the curricula?
Has the knowledge of the students on Natural and Cultural Heritage improved?

At the beginning of the project, indicators and acceptance criteria were established to answer the following questions:

Evidence

Has the knowledge of the students on Heritage improved?

19. Improvement in the students’ knowledge

Have heritage sites been implemented in the curricula?

I18. Number of lesson plans implemented

Have natural and cultural heritage sites been disseminated?

I17. Number of TRIP Heritage guides disseminated

QUANTITATIVE RESULTS

Have natural and cultural heritage sites been included?

I16. Number of Natural and Cultural Heritage sites visited

Implementation

the project goals achieved.

the satisfaction of stakeholders.

the communication

the schedule.

The project management was also under monitoring throughout the project to ensure proper implementation of the project and to spot potential risks. We focussed on:

General Outcome

Is the schedule being respected?
Is the documentation delivered on time?
Is the communication among partners fluent?
Are the teachers satisfied with the project?
Are the teachers satisfied with the trainings?

At the beginning of the project , indicators and acceptance criteria were established to answer the following questions:

Evidence

Are the teachers satisfied with the project?

I23. Teachers’ global satisfaction about the project

Is the communication among partners fluent?

I22. Teachers’ satisfaction for the communication channels

Is the documentation delivered on time?

I21. Percentatge of documents timely finished

QUANTITATIVE RESULTS

Is the schedule being respected?

I20. Percentatge of activities timely carried out

QUANTITATIVE RESULTS

INDEX

Are the teachers satisfied with the trainings?

II24. Teachers’ satisfaction about the trainings

Project Outcomes

The assessment was done by different tourism teachers with the help of a checklist.

full revieW

QUALITATIVE RESULTS

Quality of the design and implementation of the tours and mobilities

MrsAntonella Villosio

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Mgr. Michal Macháč's bio

RNDr. Peter Dobeš's bio

"The handbook for tourist guides can be helpful not only in the practice of travel agencies and tour operators but it can also be used by individuals planning a holiday without a travel agency."

"What a fantastic and huge project!!!! I’m amazed of how much work you have done… so complete and well prepared. Congrats! I will certainly use some of your videos and ideas…

Handbook for Tourist Guides, Multilingual Dictionary and UNESCO booklet

We asked two external experts, RNDr. Peter Dobeš and MGR. Michal Macháč, to do the evaluation of the outcome

"I appreciate the annexes containing model documents for preparation as well as evaluation of a tour."

"I would recommend the internationally established definitions of the UNWTO, the WFTGA, the International Tourism Vocabulary, etc., if this is to be a universal study material. However, the manual does not lose its quality."

"These are nice products that have the ambition to be an interesting study material. I believe they will find appropriate use in practice.“

"I would recommend the internationally established definitions of the UNWTO, the WFTGA, the International Tourism Vocabulary, etc., if this is to be a universal study material."

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"The TRIP multilingual dictionary is an excellent aid for tourist guides, as it includes not only translation but also the interpretation of various concepts that we can encounter in practice."

"Given the international level of the project, I would expect more foreign literature."

"I appreciate that the authors decided to include Catalan as well, which is the second official language in Catalonia, Spain."

"The UNESCO booklet is also very useful material in different languages as a promo material of each project country with participants´ own photos."

SILALE - LITHUANIA

NAPLES - ITALY

GAZIANTEP - TURKEY

C6/7

ZILINA - SLOVAKIA

NIDZICA - POLAND

MANRESA - SPAIN

LINKS TO MOBILITY REPORTS

Links to documents

C6/7 Assessment Survey

C1 Assessment Survey

C5 Assessment Survey

C4 Assessment Survey

C3 Assessment Survey

C2 Assessment Survey

Social Inclussion Observation Grid

21st Century Skills Rubric

INDEX

Indicators general grid

Evaluation Plan

Final report

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