Wirkungsnachweis aus der Literatur
improvement of non-cognitive skills for participants
persönliche Entwicklung / Erwerb von sozialen und personalen Kompetenzen
Based on anecdotal evidence from schools and teachers, as well as evidence collected from a survey of SPMs which was run as part of this study, it seems likely that SHINE on Saturday helps children predominantly by enhancing their non-cognitive skills. According to the research of Heckman and others, improvements in children’s non-cognitive skills appear to generate a lasting impact in terms of academic performance and subsequent labour market outcomes. Therefore, the underlying assumption taken in this analysis is that the programme is primarily helping pupils via this mechanism. ‘Non-cognitive skills’, such as motivation, perseverance and self-control, are the attitudes, behaviours and strategies that are thought to underpin success in school and at work.
Beschreibung der Aktivität
SHINE (Support and Help in Education) on Saturday programme
Social intervention; charity which supports educational initiatives that encourage children and young people to raise their academic attainment. The majority of SHINE’s funding goes directly to schools to support additional learning, at the weekends, in the holidays and after school. SHINE on Saturday is the most significant of the programmes facilitated by the charity and was first trialled at a primary school in Hackney in 2001. Since then a further 46 projects have been launched at schools across London and more recently in Manchester. The programme is targeted at primary school pupils who are in some way disadvantaged and at risk of failing to fulfil their potential. The annual programme runs for between 25 and 30 Saturdays and is part funded by SHINE and the participating schools. SHINE also provides detailed instructions on how to run the programme and they review and sign off on the school’s curriculum plan.
Großbritannien
25-30 Saturdays
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
Quantitative Fragebogenerhebung (schriftlich/offline), Sekundäranalyse von Daten, Dokumenten, audiovisuellen Materialien etc.
The basic format of an economic impact analysis is to calculate the present value of all of the economic and social benefits generated by the intervention and offset this by the present value of all of the economic and social costs incurred as a result of providing the intervention. As explained below, the discount rate proposed by the Treasury for assessing public policy projects, is commonly used when performing such analysis for charities. This would therefore be applied to convert the benefits and costs into a present value. It is based on anecdotal evidence from schools and teachers, as well as evidence collected from a survey of SPMs which was run as part of this study. The proposed ex-post framework involves using historic data about pupils who received the intervention (termed the “treatment group”), collected from schools which have provided SHINE on Saturday, to retrospectively assess the effectiveness of the programme.
confidence, peer relations, resilience, self-control / behaviour, other social and emotional skills
Many of the students referred to SHINE demonstrate low levels of confidence at the start of the project.; SHINE students on the whole show a noticeable increase in confidence by the end of the project.; Building confidence is a key objective of the project I run.; Although we have not actively designed the course to build children’s confidence, this is still a beneficial indirect outcome.; Many of the students referred to SHINE experience difficulties forming and maintaining positive peer relationships with other children at the start of the project.; Building positive peer relationships is a key objective of the project I run.; SHINE students on the whole show a significant increase in their ability to build and maintain positive peer relationships by the end of the project.; Although we have not actively designed the course to improve peer relationships, this is still a beneficial indirect outcome.; Many of the students referred to SHINE struggle with resilience at the start, e.g. they are scared to fail at something.; Building resilience is a key objective of the project I run.; SHINE students on the whole show a significant increase in their resilience by the end of the project.; Although we have not actively designed the course to improve resilience, this is still a beneficial indirect outcome.; Many of the students referred to SHINE lack self-control at the start of the project e.g. they often do or say things without thinking about the consequences, or they struggle to follow instructions.; Building self-control is a key objective of the project I run.; SHINE students on the whole show a significant increase in their self-control by the end of the project.; Although we have not actively designed the course to improve students’ self-control, this is still a beneficial indirect outcome.
Strongly Agree Agree Not sure Disagree Strongly Disagree Not Applicable
257 participants in the survey
Großbritannien
Forschungsbericht