Evaluacion De Impacto 3 Proyectos Jovenes

Medellín Mayor’s Office

Programs of Security and Pacific Coexistence Impact Evaluation in Medellín - Sports Schools -Music Schools and Music Bands -Training for Employment

Medellín, September 14, 2005

Agenda 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

What was the purpose of the consultancy? Who worked on this project? What programs were assessed? Where? Participants’ profile How was the evaluation made? What was evaluated? From where these characteristics came? What were the findings? Conclusions and recommendations

?

What was the ¿purpose of the consu ltancy

To assess the impact of Sports Schools, Music Schools and Music Bands, and Training for employment, in order to measure:

The Strengthening of pacific behaviors Changes in violent attitudes and conducts Achievement of other results

¿ ?

Who worked

on this proje ct

• Direction Francisco Yepes, PhD Public Health studies; • Marcos Vera, methodological assessor; • Marta Isabel Gutiérrez, economist; • Diego Sandoval, industrial engineering & economist; • Claudia Peñaranda, psychologist; • Hernán Salamanca, social communicator; • Diana Ruíz, economist; • Martha María Moreno, sociologist; • Statistic team of Econometría S.A. • Field Team in Medellín.

¿ ? What

programs were asse sse d

Name of Project Network of Music Schools and Music bands with symphonic character Sports and Recreation Schools

Training for Employment

Purpose of Intervention

No. beneficiaries

3,120 children and young To offer children and young from tiers 1 to 3, alternatives for the healthy use of the 10,000 free time children and young To offer training alternatives in semi qualified trades that will widen labor insertion possibilities and economic productivity of beneficiaries.

2,000 young

Ethereal Range beneficiary population 7 to 18 years

6 to 18 years

16 to 29 years

Where

¿

Sport schools

Technical Institutions

Music schools

¡ !

Participants´s profil e

Characterizing the Participants Music Schools

Sport Schools

Training for employment

Men

41.1

63.0

35.7

Women

58.9

36.9

64.3

Average Age

12.4

11.5

21.2

Incomplete High School or less

92.6

97.3

14.0

Complete High School or more

7.4

2.7

85.9

Incomplete Secondary or less

29.6

38.4

83.9

Complete Secondary or more

70.4

61.6

16.1

Subsidized Regime

23.2

30.5

38.7

Contributory Regime

56.8

45.2

29.6

Indicator

Sex (%)

Educational Level (%)

Educational Level of the Mother (%)

Health Coverage (%)

Characterizing the Homes of the Participants Music Schools

Sports Schools

Training for employment

Mother

34.1

22.4

29.6

Father

1.6

2.1

2.5

Father and mother

60.9

68.6

40.9

Head of the home

-

6.9-

12.8

5.4

5.8

4.9

Indicator Lives with (%)

Size of the home Average of persons in the home

% Homes according to the appliances they own Washing machine

64.3

53.7

39.2

VHS or DVD

47.2

44.3

22.7

Cell Phone

63.8

53.6

13.2

Computer

43.9

25.1

10.6

Perception of the neighborhood and school Indicator

Music Schools

Sports Schools

Training for employment

Neighborhood Infrastructure (% positive answers) There is public electric lighting in the streets

90.9

84.8

94.3

Streets are paved

89.6

86.9

91.9

Public transport is easy to get

85.9

80.6

-

10.5

13.2

15.5

% Who do not like the school

7.3

6.1

-

A place where one needs to learn how to defend from others

25.7

28.1

-

A battle field, but adults do not notice

12.0

9.1

-

Is there a Perception of Safety in the NeighborhoodUnsafe

Perception of the School (%)

Intra family Violence and Mistreatment Music schools

Sports schools

Training for employment

They give you kicks

3.0

5.7

10.5

They beat you

7.7

16.7

22.9

They you with They hit threaten youhard withobjects abandoning you

7.1

9.1

21.7

3.6

8.2

9.9

0.6

1.7

3.3

Stealing in the streets

15.7

12.0

13.3

Stealing at home

1.6

4.2

2.2

Hospitalization due to accident or violence

7.1

12.3

4.2

Death due to accident or violence

2.0

3.5

5.3

Threats

5.8

5.6

-

Indicator Severe punishments received at home

They threaten you with weapons or knifes Violent facts suffered by some home member

Victims and People incurring in violent acts

Indicator

Music schools

Sports schools

Training for employment

% Beneficiaries who were victims of a violent act They threatened you with a gun

3.0

2.2

4.1

Somebody hit you

10.3

15.3

6.1

You were attacked

4.9

4.5

9.4

% Beneficiaries who participated in violent acts Beating someone

7.1

16.3

5.0

Participating in a raid

0.6

1.3

0.6

How

¿

was

the ev alua tion made

Non-experimental method where results are compared between a group of participants and a group of non-participants in the Programs.

Poblaci Beneficiary ón beneficiaria Population

Impact of the Program

population Non beneficiary Poblaci ó (Of (De control) control)

-

The Program uses quantitative and qualitative methods in the impact evaluation of the various components where the situation of beneficiaries and the situation of non-beneficiaries with similar characteristics are compared.

Program

Qualitative Methods

Schools and music bands

Quantitative Methods

- Interviews in-depth

-Propensity score matchingPSM methodology

- Focus Groups

- Differences in differences methodology using the Probit probability model

Sports schools

Training for employment

Structured Surveys Conducted for the Evaluation Program

No. Participants surveyed

No. of Nonparticipants surveyed

Total surveyed

Public schools and music bands

497

474

971

Sports schools

605

586

1.191

Training for employment

318

328

646

What was evalu ate d

¿

?

Groups analyzed 1. Total 2. Sex 3. Time of continuance in Program 4. Place of residence

Variables Object of Study 1. Values, attitudes and behaviors PROGRAMA

Categories for the analysis

Confidence Social inclusion Handling of conflicts Perseverance and discipline Attitudes towards body

SE EVALÚO

7. Social Capital 8. Use of time

From where these categories

¿

com e

• Conceptual revision of programs • Theories on non-violence, studies on peace and pacific conflict resolution • Results of research on primary prevention in mental health • International battery of instruments to evaluate

attitudes

and

perception

children and young violence prevention.

on

- Despair / Learned hope Confidence

- Self esteem - Perceiving others attitudes towards me - Belonging to a group and to the society

PROGRAMA Social Inclusion

- Perceiving options and opportunities - Vision of the future - Perceiving limits

Conflict Handling SE EVALÚO

Perseverance and Discipline

- Social responsibility - Handling emotions - Empathy - Empowerment promoting these attitudes

- Couple Relationships

Maltreatment

- Child-raising relationships - Respect for the other and their rights - Perception of institutional support

Attitudes towards the body

Social Capital

Use of time

- Perception of the person towards her body - Self-care awareness

- Associativity - Proactive Activities

- Change in daily routines - Change in companies (peers, friends, etc.)

What

¿ ?

were the

find ing s

Confidence

Social Capital • Greater participation by participants of Music schools and Sports schools in cultural and recreational activities, respectively. • It strikes the fact of a significant increase in the groups of participants of the Sports schools program from gang organizations. • The attitude of the participants in the Training for employment program improved before collective actions specially in their place of residence.

Use of time • More dedication to proactive activities and less to recreational activities. In music this phenomenon is observed even on weekends. • Dedication to support activities is reduced specially during the week.

QUALITATIVE RESULTS Resultados cualitativos / Abilities /Confidence and selfesteem/Categories in the analysis / Social protection toward conflict /Inclusion/ capabilities C o m p e t e n c i a s

Confianza y autoestima

Categorías de análisis

I n c l u s i ó n

Confianza y Autoestima

Inclusion /Confidence and self-esteem /Prevention/cognitive efficiency

I N C L U S I Ó N

P R E V E N C I Ó N

Categorías de Análisis

Escolaridad y Eficiencia Cognitiva

Sports

Protección social frente al conflicto

IMPACTO EN ACTITUDES Y COMMPORTAMIENTOS

Music

Que se valoran y quieren más así mismos Que se sienten incluidos

IMPACT IN ATTITUDES AND BEHAVIORS /YOUNG PEOPLE AFFECT THEIR SURROUNDINGS AND THEIR RELATIONSHIPS IN A PACIFIC AND PROSOCIAL WAY They value and love themselves more, they feel included, they may break with the violent socialization schemes, they believe in their capability to make a better world

Training for Employment

JÓVENES A F E C T A N

Que pueden romper con esquemas de socialización violentadores Que creen en su capacidad para hacerse un mejor futuro

SU ENTORNO Y SUS RELACIONES

DE MANERA PÁCIFICA Y PROSOCIAL

Analysis cost- effectiveness

Cost index

Effectiveness index

Index costeffectiveness

Music schools

1.96

5.41

2.77

Sports schools

1.00

1.00

1.00

Training for the employment

3.99

3.99

1.74

Program

Conclusions

and

¡ Recommendations

•

In the music and training programs the proportion of women is larger

•

Sports schools beneficiaries live in environments and families with greater levels of violence. Something similar occurs with those of the Training for the job program.

•

Music beneficiaries are victims of violent acts in a larger proportion.

•

The greater impact was found in the music program, followed by the Training for the job program.

•

Sports program benefits are not very positive, but the results from the qualitative evaluation show there is a potential to generate positive attitudes towards themselves and their social reality.

•

In all programs an impact is observed on the type of activities conducted, where a larger proportion of time is dedicated to proactive activities and time dedicated to recreation is reduced. The greater impact was found in music.

•

The cost effectiveness measurement shows the best results for the public schools and music bands program followed by the training program and, sports comes last.

•

Impact results of the sports program may be regarded in positive terms if this situation is assumed as a challenge to work towards providing them with tools to promote changes in their values and attitudes.

• Gender perspective must be apply in all strategies and actions of both programs. • To demand to sports participants program some minimal commitments for to get in and to stay at the program as a way to improve a reciprocity feeling. • Encourage the relation that the sport program has with the ordinary school life and discipline as a way to increase impacts. • The sport and music teachers must have some minimal requirements of quality. • The development of alternative methodologies for value education must be prove by pilot experiences and also be evaluated before being applied to all the participants.