A European framework

• Shape Up mechanisms and outcomes are currently evaluated in different geographical, social and cultural contexts. The huge diversity of experimental implementation settings enables this evaluation and the creation of a valid European framework for further enlargement.

Partnerships

• Shape Up has developed a crucial partnership with schools and educational institutions in each experimental city. Teacher training is an essential Shape Up component, involving the intervention of the local facilitator.

• Shape Up affects the school curriculum and learning methods. The many partnerships in school and between schools favour crosscultural exchanges. Children and teachers should find in Shape Up methods and training a way of enriching existing European school partnerships, such as Comenius or etwinning.

• Shape Up is based on an ethical partnership between public institutions, cities and industry representatives.

• Shape Up has positive effects on local democracy, allows local stakeholders to act effectively and achieve durable changes, reinforces active learning and innovative curriculum plans and stimulates cross-cultural collaboration.

Ownership

• Shape Up is demonstrating that it is possible to influence health determinants, it is a powerful approach in developing youth ownership and learning, and it has impact on the curriculum approach at school.

Questions

• How have we interpreted the method and built new capacities?

• What came out of it in terms of children´s participation, action competence and changes?

• Which actions have we taken in our local context?

• What changes in the determinants have we achieved?

• What have children learned (food, movement, and how to bring about changes)?

• How have we built international cooperation?

How have we interpreted the method and built new capacities?

• There is a method in every place; method has been adapted to suit the local context– Schools already engaged in participatory works before Shape Up strengthened their work– Schools that took it as a totally new approach went on developing participatory frameworks

• Although the term IVAC was not always explicitly used, there is a lot of examples of action oriented and participation

• Extreme sensitivity to local personnel, skills and experiences• Training and use of guidelines

– Shape Up in many cities has highlighted specific training issues and needs (case studies)• Different models of facilitation

– Schools facilitating themselves through the headteacher– External facilitators for a set of schools– Education-oriented facilitator vs Health-oriented facilitator

CHALLENGES COMMENTS

What came out of it in terms of children’s participation,

actions and action competence?

• Clear changes in the degree of children participation, ownership and action competence from the start of the project

• Differences according to the setting (school vs. local area and neighbourhood)

• Different levels of participation– involvement– participation in schools– participation in the city

• The importance of new partnerships to achieve changes– Children + grand parents– Children + children from different ages– Children + children from other country– Children + local stakeholders

CHALLENGES COMMENTS

Pupils’ participation

Pupils’ participation in action for changes in school

Changes in community

Which actions have we taken in our local context?

What changes in the determinants have we achieved?

• Young people together with adults are able to influence determinants

• At school level– Break time, lunch break, space for eating, bicycle racks, school yards, canteen

food, vending machine, curricula• At family level

– Walking to school, more dialogue with parents, changes in the lunch box, improved skills (cooking, selecting and buying), joint body movement sessions

• At community level– Playground for disadvantaged community (gipsy), community playground, new

bike lanes • At the city level

– Changing the use of sports arena, establishing new partnerships and Working with city agencies

• At the society level– Creating media awareness´, involvement of national parliament,

CHALLENGES COMMENTS

What have children learned (food, movement, and how to bring about changes)?

• Knowledge and awareness: healthier lifestyles and its changes overtime (intergenerational dialogue)

• Changes in behaviours? Shape Up provokes changes in the environment that will support and sustain changes in behaviours

• Changes are possible– Changes in canteen menus– Changes in the environment (playground, safety)– Changes in food preparation, in food marketing– Changes in movement as an everyday activity (breaktime)– Changes in mobility patterns (cycling to school, walking to

school…)• Change takes time and is hard work

– Real life experience

CHALLENGES COMMENTS

How have we built international cooperation?

• Different levels– Meetings– Portal– Schools

• Exchange of students• Visits of students • Collaborative projects • Plans for future collaboration

• Little evidence of children using the portal• Few examples of international cooperation at the

school’s level• Need to investigate the cases; we have to understand its

value and how it influenced the rest of the project

CHALLENGES COMMENTS