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המכון הארצי למחקר במדעי ההתנהגות –מכון הנרייטה סאלד

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February 2014

Orit Bandes-Jacob

מכון הנרייטה סאלד המכון הארצי למדעי ההתנהגות

Evaluation Research


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Introduction ...................................................................................... 3

Research Purpose and Methodology ............................................... 4

Findings ............................................................................................. 9

A. Joining “Design for Change” (DFC) ............................................... 9

B. involvement and investment in the challenge ............................. 11

C. The "Design for Change" website ................................................. 13

D. Dealing with missions challenges ................................................ 14

E. Enjoying the challenge ................................................................. 17

F. To win the challenge or not .......................................................... 18

G. The contribution for the participant of the DFC challenge

Contribution for the teachers ............................................................ 02

H. General assessment of the project ................................................ 05

I. Suggestions for change .................................................................. 08

J. continuity ...................................................................................... 09

Discussion ......................................................................................... 30


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“Design for Change” is an “educational program for civil activism that its goal is to

direct children to discover what is really important to them, ignite their motivation

and provide them the tools and the strategy they need in order to create a

difference in their world”.1

“Design for Change” is a world-wide volunteering movement, which consist of 35

countries, and it is based on the belief that children can lead the change.

Easch group of children/teens (in school or otherwise) is focusing on one idea,

performs and documents it, and publish it on the internet. The activity consists of

four stages: “FEEL”, “IMAGINE”, “DO” and “SHARE”.

“Design for Change” is operated in Israel in collaboration with “Ruach Tova” and

“Yom Ma’asim Tovim”, the highlight of the volunteers work.

Being a volunteer2

Van Til (1889) defined the act of volunteering as an “act that may be identified as a

helping action of an individual that is valued by him or her, and yet is not aimed

directly at material gain or mandated or coerced by others”. Ellis and Noyes (1990)

added that, “It is a choice to act from an acknowledgment in an existing need, and

from an approach of social responsibility’ and this without any expectations of

financial compensation – actions which are beyond the basic duties of man”. Cnaan

et all (1999) see volunteer work as “providing your personal time without financial

compensation’ out of free will for another person or for a certain cause”. Following

this, Penner (2004) defined 4 characteristics of volunteering: Planned and none

spontaneous activities, taking place over time, when there is no social contact

1 the organization’s web-site: http://www.dfcworld.com/dfc/ISRAEL

2 From the introduction to the parallel study in the subject: “Birthday Angels” written by the author


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between the volunteer to beneficiaries and it is done within the organization (Tahel

2008, Hadar 2010: Haski Leventhal 2011).

The giving experience is accompanied by a positive feeling which expressed belief in

the importance of activity and its necessity: “Volunteering creates a better society” –

expressing an altruistic social motive, “volunteering for another person makes me

better about myself” - expressing an altruistic motive directed of one’s self and

identification with the organization’s goals.even if the volunteering is done without

an economic value, there are still rewards that are involved in volunteer work – the

most common reward is “I feel that I am useful and contributing” (Tahel 2008; Hadar

2010; Haski Leventhal 2011).

Benefits and additional positive effects that were documented among the

volunteers: learning to respect the other, satisfactory from helping the other,

Developing social skills, strengthening and supporting decision-making, foster social

responsibility, hands-on experience in a certain field, developing leadership skills,

developing realistic perceptions of reality, nurturing self esteem (Kolik 2008; Hadar

2010).

The purpose of the study is to examine the influence of the mentors and the

volunteer's participation in the challenges of “Design For Change”.

25 teachers, who instructed the volunteering activities, as part of “Desiogn For

Change”, participated in the study, and 103 students that took part of the challenges

of the DFC project.


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Characteristics of the teachers

All teachers that took part of the study are Jews (although the Design For Change

project is operated in the Arab sector as well). 60% of the teachers are seculars and

40% of the teachers are religious.

76% of the teachers teach in the secular educational school system, 20% teach in the

religious educational school system and 4% teach in other education system.

Most of the teachers are long time teachers, approximately 78% of the them have

over 10 years of experience.

About three quarters of the teachers are not volunteering outside of school, the rest

volunteer mainly in assistance of those with disabilities, students with different

difficulties and in child welfare.

Characteristics of the students

Around 80% of the students participated in the DFC (Design For Change) challenge

within the school, about 10% of the students participated as part of the youth

movement and about 6% of the students participated as part of the municipality

student council.

Around 23% of the participants studied in grades 1 through 4, around 54% of the

participants studied in grades 5 through 7, and around 22% of the participants

studied in grades 8 through 11.

For 60% of the participants it is not the first time they participate in volunteer

activity.

Almost all participants (about 94%) heard of “Design For Change” through their

school. up to 5% of the participants heard of “Design For Change” through friends,

the internet, youth movements, family, the media or other organization where they

volunteer at.

Challenges Description

The teachers and the students that took part of the study initiated and carried out 24

projects as part of the DFC project.


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The teachers, as well as the students, reported a participation in 16 projects – only 9

of them overlap.

The projects were in the following fields: “feeding” the needy (2 projects), concern

of the environment (4 projects), disability assistance (5 projects), roads caution (2

projects), community cohesion (5 projects), sports (2 projects), and contribution to

the school atmosphere (4 projects).

Table No. 1: Challenges of “Design For Change”

Project Description Students Teachers

Feeding The Hungry

“receive with love, Give with love” – donating to “Fat Meir”

First grade students sowed and nurtured vegetables in an agriculture farm throughout the year, and at the end donated to vegetables they grew to “Fat Meir’s” kitchen that provides underprivileged students sandwiches each day.

Collecting food for the needy

Students collected food for soup kitchens of “Lasova” – NGO.

Concern for the environment

“Green Environment”

Students promoted community awareness regarding environmental protection

Pro “Free-Range Eggs”

A team of “improving Free-Range eggs”, that consisted of teachers’ parents’ students, Association members for animal farm’ and a host from the Tzeela organization, operated throughout the year in order to promote raising chickens in “Free Cages” rather than “Battery Cages”, by encouraging consumers to buy “Free-Range eggs”.

“The Green Market”

Students operated a “green market” for selling and buying second hand items in order to encourage recycling.

Helping animals

The purpose of the project was to save abandoned animals, encourage adoption and as well to prevent animal abuse. The students initiated a campaign for the children’s school on this issue, and as well produced toys for dogs and cats that were donated to the animal protection Association.

Assisting the disabled

“Accessibility team”

In order to make the city accessible for disabled, the students initiated the “Accessibility Team Cruiser” that is composed of students, teachers, parents and


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community activists/ the accessibility cruiser team conducted once a month a neighborhood tour, located hazards and treated them by contacting the authorities. Beside these activities, the students organized different activities to raise awareness of maintaining accessibility in the neighborhood for all residents.

Teaching children in special education to play social games

Students were taught to play social games and afterwards taught children in special aid kindergartens to play these games.

Fundraising for sheltered children

Students from the student council, together with the school leadership, raised funds for sheltered children.

“Hearing the deaf, hugging the different”

Students who hear, taught deaf students the song “Me and You” in sign language, and preformed with them before the “Helen Keler Club for the Deaf”. The students prepared food baskets for the deaf and wrote them greeting cards.

“The real special ones”

The students from a regular school arrived to a special aid kindergarten in order to make the children happy by playing games with them.

Road Safety

"going by foot and preventing traffic jams"

Students promoted solution to the heavy traffic problem in the street that leads to the school, targeting the goal of preventing students from being late to school. The solution that was suggested was to promote the students to walk to school on Fridays. The project included publicity to all the families of the school community, organizing gatherings of children from different centers in the neighborhoods surrounding the school, with the escort of older children and a parent from each center.

Road safety

The aim of the project was to defend the children from vehicles that go on the pavement near school. The students promoted awareness to the project through carrying signs and addressing a letter to the municipality to the students and parents, alongside that, a fence was built and plants were planted in order to prevent the parents to park on the pavement in a way that prevents the children to walk safely on the pavement.

Communal unity

Communal garden

The aim of the project was to enable a social – communal gathering for the neighborhood residents through building a communal garden where people can spend time together and pick fruit. The students set the


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project to motion from the beginning to its end – starting from addressing the municipality through parent and community members recruitment, and finishing with working in the fields and planting the trees.

Elderly

Students performed joint experiential activity with the elderly from the retirement home that included dance, singing and art work, and also gave the elderly a present for Passover hand made.

"moments of pleasure"

The project was aimed to make women, from work weary families, in the community, happy, and simultaneously strengthen the students fro, the special needs class. The project included handing out flowers that were braded by the students, and hand them out to women that were waiting in the entrance of the social security building in Ramle; hosting women that are holocaust survivors in a breakfast in 'Sinai' Café, which is located in the school grounds, and all of the food was cooked by students in the educational kitchen; sharing the women in a wood workshop and give them a personal beauty treatment (makeup and pedicure) by the beauty course students. All of this process was documented and filmed by the students of communication and media course.

Promoting the purchase of merchandise made in Israel

The students were exposed to the unemployment problem in Israel. Following this exposure, they decided to initiate a propaganda activity for children and adults in the community to encourage the purchase of "Blue and White" merchandise.

Adoption of soldiers from the Hizma Barricade

The aim of the project was to improve the attitude of the residents of the "Pisgat Ze'ev" neighborhood towards the soldiers, who stands in the Hizma Barricade near the neighborhood.

sports

A soccer tournament for young children

A group of after school child care members initiated an activity for children ages 6-7 years old through a soccer tournament.

Sports instruction Participants in an after child care group instructed young children soccer.

School atmosphere

Renovation of the school library for the use of the community members

Students initiated renovation of the school's library in order that students' grades 1st-3rd can stay there after school, get help with their homework and read books.


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Reduction use of cell phones

The aim of the project was to reduce the use of cell phones during classes amongst the middle school students.

Cultivating the toilets and increasing awareness for hygiene

Students took it upon themselves to clean the school toilets, and acted to increase awareness of hygiene safety amongst the school community.

Violence and tolerance

In order to increase awareness for violence and tolerance amongst the elementary school students, a workshop on this subject was conducted. In the workshop, that was both theoretical and creative, the students learned that violence exist in all ages, and on non-violent ways which can be implemented in order to decrease violent and even eradicate it completely.

The research tools were built specifically for this research according to the

interviews with the people who ordered the research, the program documentation

and according to the international questionnaires for assessing the program that

were translated into Hebrew and were adjusted according to the way the program

operates in Israel.

The volunteer’s questionnaires (teachers and students) were distributed on the

Internet and by emails. All questionnaires were filled out anonymously.

joined DFC though the school principle (37%), through colleagues

(21%), through organizations that their colleagues are members in (21%), through

“Ruach Tova” (21%), through the Internet (11%) or through “Birthday Angels” (5%).


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The teachers were interested that their school will join “DFC” in order to achieve

educational and social goals: developing listening and sensitivity skills of their

students for the needs of the community and their involvement within it, to

strengthen the value of voluntary work and to unite the school community.

noted that the main reason for joining the project was their wish to

help people or animals. Also, students noted that they joined the challenge because

they like to volunteer’ wish to take part of the improvement of life quality in their

neighborhood’ were glad to “do something” with their friends and were excited

about the project content. 1/10 of the students joined the project as part of the

school commitment.

Table No. 2: The motivation for joining “Design For Change” (for students and teachers)

Teachers Students

Why did I want the school to be involved in the challenge?

N=25 Reasons for joining the project N=100

It is important that the team members will know to identify the needs and problems of the community in which they live in

92% I wanted to help people 56%

I see the project as a way to valuable education

88% I wanted to help animals 56%

I wanted to involve the team into volunteering and giving to others

72% I love to volunteer 38%

I wanted the team to be involved in the community and listen to the people who live in it

64% I wanted to improve the quality of life

in the neighborhood 28%

I thought it will be a good way to build a school community

44% I thought it would be nice to do

activities with my friends 28%

The project related to the educational programs of the school

36% I liked idea that the teacher suggested 28%

I wanted my team to win and by that the school's glory will be greater

8% I wasn't asked – I had to participate 10%

I wanted my team to win and by that the self-esteem of the team members will go up

8% I wanted to get to know the people in

the neighborhood 3%

I was pressured into participating in the project

4%


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About half of the were involved in more than two challenges’ 12% of them

were involved in two challenges and 40% of the teachers were involved in one

challenge.

General time investment in the challenge

About 39% of the invested over 20 hours of work together with their team

members, and around 17% of them invested over 20 working hours beyond the

common hours of work. 78% of the teachers invested in the challenge up to 10 hours

beyond the activity within the school (half of them invested up to 5 hours only,

beyond the team working hours).

13% of the dedicated 20 hours or more to the project beyond the regular

activity within the school, and around 21% of the students said that they did not

invest any time in the project outside the school activity.

Table 3: Time invested in the project (Students)

How much time did you invest working on the challenge

Teachers with members of the team

N=18

Teachers without members of the team

N=18

Students – outside school

N=103

Up to 5 hours 27.8% 38.9% 36.9%

5-10 hours 11.1% 38.9% 23.3%

10-20 hours 22.2% 5.6% 5.8%

20 hours or more 38.9% 16.7% 12.6%

Time investment in the challenge according to components

The “Design for Change” challenge included different stages. Around half of the

invested in the “Feel” stage and in the “Imagine” stage around a week, and

half of them invested in the “organizing” and” planning” stage around a month. For

the filling of the login forms of the website, most of the teachers invested a few

days.


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assessed that the carrying out of the challenge requires a longer period of

time, relative to the other stages of the challenge, and almost half of them invested

in it more than 20 hours, while most of them invested in choosing the problem only

a few hours.

While it was noted that there is a big difference between students regarding the

amount of hours they dedicated to plan the project, most of the students assessed

that the making of the film that documents the project did not require a long period

of time.

Table 4: time invested in the project according to components (students)

Time invested in the project by the team

N

1-5

hours

6-10 hours

11-15 hours

16-20 hours

Over 20 hours

1. 1. Choosing the problem 94 84% 8.5% 3.2% 4.3%

2. 2. Planning the project 96 35.4% 15.6% 22.9% 18.8% 7.3%

3. 3. Implementing the project 96 31.1% 14.6% 5.2% 2.1% 46.9%

4. 4. Preparing the video 69 71% 20.3% 1.4% 1.4% 5.8%

What did we actually do there? And how was the cooperation?

were asked to describe in details in their own words, what was their

main action in the framework of the challenge:

o We asked the students at school that once a week they will arrive to

school by foot or by bicycle, and not in cars, in order to reduce traffic in

the morning and to prevent pollution.

o I made signs, and was teaching classes.

o My team and I produced a show that explain the hard life of abandoned

animals, and the difference between abandoned animals and adopted

ones.

o I was in a team where we illustrated the experiments that are being

done on animals, and I truly hope that after our illustration people

learned from it and will pass on awareness to others on the subject.


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o We passed through classes at school to inform the students regarding

the importance of the project, we made signs to emphasize what we do.

o I passed through the classes at school and reminded the students to make

food packages for the needy.

The ongoing work and cooperation among students

Around 70% of the students noted that the idea of the challenge was "born" through

a structured process in the classroom or youth movements.

Around 18% of the students noted that the idea rose within their introduction with

their neighborhood and community that they are a part of. Other resources for

raising the idea were activities in the school council (10%), articles or posts in the

Internet, tele vision or press (2-4% for each answer).

Around 42% of the students consulted with another person from the school team

regarding thoughts about the project. Others consulted in this matter with their

friends from other classes (18%), neighborhood friends (9%), or with family members

(18%). A little over a third of the students did not consult with anyone else other

than their teachers.

58% of the students felt that their team mates worked in full cooperation, a third of

the students felt there were "a few students who stood out and others participated

little". A few students said that they would like to participate in a more meaningful

way in the project and as well to lead it.

Most of the (68%) reported that they used the website in order to find

information about the challenge.

47% of the teachers noted that the website helped them a lot, and 47% of the

teachers evaluated that the website helped them in a medium scale.

59% of the website users believed that the explanations provided on the website are

highly satisfactory, and 36% believed that they are satisfactory in a medium scale.


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65% of the website users noted that it was very easy to find your way around the

website, and 18% noted that it was easy to find your way around the website in a

medium scale.

83% of the teachers that used the website visited it around 5-10 times during the

making of the challenge.

70% of the teachers who visited the website watched 1-5 movies, 24% watched 6-10

movies and 6% watched over 11 design for change movies from all over the world.

The teachers that did not use the website explained that they received a satisfactory

guidance from school, and did not think that the website will help them, or that they

preferred to operate independently.

Around a third of the reported that they used the website to find

information regarding the challenge.

Half of the students visited the website between 5-10 times, around 46% of them

visited one time, and around 3% of the students visited the website more than 10

times during the making of the challenge.

89% of the students that visited the website watched 1-5 movies, 3% watched 6-10

movies and 9% watched over 11 design for change movies from all over the world.

The common reasons for not entering the website were lack of knowledge of the

existence of the website (29%), lack of awareness that the website can be useful

(29%), and lack of interest in the website (23%). Also, around 15% of the students did

not have a comfortable accessibility to Internet. 12% of the students noted that the

website was displayed in class.

The were asked to rate their and their student's degree of difficulty in

dealing with parts of the challenge. The average difficulty of the challenge for the

teachers were in between "hard in a medium scale – easy".

Other parts that were perceived as relatively hard were the execution of the

challenge among the community members and refraining from judgment in the


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brainstorming stage for ideas for the challenge, and the parts that were perceived as

relatively easy to execute were dealing with the group dynamics (a routine mission

for teachers), filling out forms, determining the time table and the project

documentation.

The average difficulty measurement of the challenge for

was medium (hard as well as easy). The parts that the teachers

estimated that there were relatively hard for the students were the operational and

documentation stages.

The average difficulty in dealing with the challenge for the was between

medium (hard and easy) and easy. The parts that were perceived as relatively hard

were the project planning stage, choosing of the problem to resolve and imagining

solutions' and the parts that were perceived as relatively easy to perform were team

work, making of the film that documented the project, filling the necessary forms for

the competition and recruiting people.

Table 5: Coping with the challenge's tasks for teachers

N

Very difficult

1

Difficult

2

Medium

3

Easy

4

Very easy

5 4+5

Average

Teachers SD

Coping with activities which relates to the challenge

1.Escorting the group until they find the problem

24 8.3% 8.3% 54.2% 8.3% 20.8% 29.1% 3.25 1.152

2.Avoiding judgment during the stage where they bring up ideas

24 4.2% 29.2% 41.7% 16.7% 8.3% 25% 2.96 .999

3.Helping with the dynamic processes of the group

24 4.2% 4.2% 16.7% 66.7% 8.3% 75% 3.71 .859

4.Helping the team to implement the project

24 33.7% 50% 16.7% 16.7% 2.83 .702

5.set and observing a time table

24 8.7% 52.2% 34.8% 4.3% 39.1% 3.35 .714


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N

Very difficult

1

Difficult

2

Medium

3

Easy

4

Very easy

5 4+5

Average

Teachers SD

6.help with documenting the project

24 12.5% 50% 29.2% 8.3% 37.5% 3.33 .816

7.help filling the forms to the site

8.3% 41.7% 41.7% 8.3% 50% 3.50 .780

8. total 3.26 .490

Table 6: coping with actions that are bound with the challenge for the students – in the teachers eyes

N

Very difficult

1

Difficult

2

Medium

3

Easy

4

Very easy

5 4+5

Average

Teachers SD

The student's competing with the work tasks

1.planning and organizing the work plan

24 8.3% 4.2% 62.5% 25% 25% 30.4 .806

2.implementing the project (amongst the community members)

24 4.2% 20.8% 54.2% 20.8% 20.8% 2.92 .776

3.documenting the work 24 37.5% 41.7% 16.7% 4.2% 20.9% 2.88 .850

4.filling entrance forms for the challenge

24 8.3% 41.7% 37.5% 12.5% 50% 3.54 .833

Total 3.00 .523

Table 7: coping with the challenges tasks

N

Very difficult

1

Difficult

2

Medium

3

Easy

4

Very easy

5 4+5

Average

Teachers SD

Coping with the tasks bound with the project

Choosing the problem 99 10.1% 12.1% 41.4% 29.3% 7.1% 26.4% 3.11 1.049

Imagine solutions 98 3.1% 14.3% 50% 29.6% 3.1% 22.7% 3.15 .817

Planning the project 97 12.4% 21.6% 44.3% 18.6% 3.1% 21.7% 2.78 .992

Recruiting people 92 4.3% 9.8% 31.5% 34.8% 19.6% 54.5% 3.55 1.052

Implementing the project 94 6.4% 17% 26.6% 40.4% 9.6% 50% 3.55 1.066

Document in video 53 7.5% 1.9% 34% 35.8% 20.8% 56.6% 3.30 1.080

Filling out forms for the competition

62 8.1% 16.1% 21% 27.4% 27.4% 54.8% 3.60 1.277


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N

Very difficult

1

Difficult

2

Medium

3

Easy

4

Very easy

5 4+5

Average

Teachers SD

Working with the team members

72 2.8% 8.3% 22.2% 29.2% 37.5% 66.7% 3.50 1.090

3.34 .540

Three quarters of the noted that the main part that they found enjoyable

in the challenge was to identify the influence of the project on their students.

The parts that were close to the hearts of around half of the were helping

others and the performance of the challenge. Around one third of the students liked

the possibility that was given to them to act independently as "adults" and to

perform tasks together with their friends. Around a quarter of the students related

to the part of thinking of the community needs, to the delight of the community

when implemented solutions, and to their personal success in the solution process

that the challenge set.

Table 9: Pleasure from the project (students and teachers)

What was the part you enjoyed the most (teachers)

N=24 What was the part you related the most? (students)

N=97

To watch the influence of the project on the team members

75% Helping people 49.5%

To help the team do their job 8.3% Implementation of the project 44.3%

Help the team plan the project 4.2% The possibility of acting independently about things usually grownups do

33%

Help the team document the project 4.2% Doing things with my friends 29.9%

Promote the subject that I feel is important and that I teach of

4.2% Planning the project 28.9%

To go through the project from beginning to end

4.2% Thinking about the problems of other people and the community

27.8%

My success in solving problems 25.8%

I liked all the stages in the project 25.8%


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What was the part you enjoyed the most (teachers)

N=24 What was the part you related the most? (students)

N=97

Seeing people happy after the project was over

23.7%

Recruiting people for the project 17.5%

The imagination part of the solutions

14.4%

Making the movie 7.2%

I didn't relate to any part in particular in the project

5.2%

Fund raising for the project 4.1%

Helping animals 1%

Contribution to the school 1%

The average pleasure in the challenge for was between a lot and more

than a lot. The pleasure stemmed from a feeling that the teachers had, that the

members of the group made important, meaningful projects, which helped the

community members, and that the team members acquired knowledge and new

skills (all the teachers agreed that these achievements were very satisfactory).

Almost all the teachers enjoyed a lot working in teams together with the members of

the community' and close to two thirds of the teachers enjoyed a lot watching the

"Design For Change" movies from Israel and around the world.

88% of the teachers found in a large scale a personal interest in the challenge (24%)

or in a very large scale (64%).

64% of the and 40% of the won with their groups in one of the

categories of the challenge.

The main reasons that the specified, that their group won in one of the

challenge categories were; identifying a significant need in the community; the

group's ability to respond successfully to the need and finding a creative idea that

would raise support and interest.


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The main reasons that teachers specified that their group did not win any of the

challenges categories' (4 teachers answered this question) were; lack of support

from the families of the team members (2 teachers), lack of school and friends

outside the classroom's support; and idea for a challenge that did not raise support

or interest; not enough clarification in the explanation of the project; lack of a

meaningful need in the community; lack of luck and over reliance on the project

mentor (one teacher for each opinion).

The main reason that were specified by the for their team to win in one of

the challenge categories were: The amount of time and effort that were dedicated

for the project; their personal feeling that they are involved in something important

and meaningful; the fact that the idea that was the basis of their project was

successful; the help they received from the school; and the highly involvement of the

student sin performing the challenge.

The main reasons the students specified for their team not to win any of the

challenges categories' were: late start of the project; not dedicating enough time and

effort to the project; not a good or an important enough idea; lack of support from

friends that are not in their group/community/family; bad judgment and; lack of

luck.

Table 10: reasons for winning the challenge (students and teachers)

Teachers N=15 Students N=39

The team members answered a

significant need of the community 80%

We dedicated a lot of time and effort

into the project 74.4%

The idea of the group was very creative

and had a very large support 66.7%

We felt we are doing something

important 71.8%

The group members identified a

pressing need of the community 66.7%

We had a good idea that really solved

the problem 35.9%

The group members explained the

project in a clear way 46.7%

We received important help from the

school 33.3%

The group members documented the

project in a very impressive way 40%

We were involved. The project really

swiped us in. 30.8%


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Teachers N=15 Students N=39

The group handed in the forms for the

competition on time 26.7%

We received help from friends outside

of class/family/ community 17.9%

The group received help from the

school 20% We had an impressive video 10.3%

The group received help from friends

outside of their class 13.3% We were lucky 5.1%

Student's feeling at the end of the challenge

Around 40% of the students felt pride taking part in the challenge and expressed

happiness (28%) and satisfaction on the way they acted throughout the challenge.

Some were sad that the challenge came to its end (13%), and others felt that they

are filled with motivation to perform similar actions with the ending of the

challenge. Few students reported (1%-3%) that they feel frustrated, unsatisfied and

exhaustion after the hard work they had to invest in the project.

Almost all the teachers felt that the participation in the challenge has strengthened

the their belief in the ability of the group members to make a change, and provided

the teachers a chance (a different chance) to imbue to their students social

involvement and self-growth values, as well teaching them necessary strategy

actions.

Table 11: the participation in the challenge helped me as a teacher

the participation in the challenge helped me as a teacher

N=24

Strengthening the faith in the members of the group of their ability to make a change

91.7%

Teach the group on different ways to make a change

79.2%

Arouse the motivation of the group to act 75%

Help the group to identify the important issues for them

50%


21

the participation in the challenge helped me as a teacher

N=24

Teach the group how to build a team 45.8%

Teach the group how to solve problems 45.8%

Teach the group how to document and explain their work

37.5%

Contribution for the teachers – getting to know their students

The cooperation that was needed throughout the project enabled an informal

acquaintance between teachers and their students. The teachers, that are

facilitators of the projects, were asked to describe freely what they have learned

about their students throughout the project. These are the essence of their answers

(N=22):

Around 77% related to the high motivation their students revealed:

o I have learned that all the members in the group like to help – the

community in general, and to one another in particular.

o The group was filled with motivation to do and believed in its ability to

make a change.

o I have learned that kids are filled with motivation and can make a big

difference!

o After the conference the members of the group said that towards next

year they will think of bigger ideas that will help much larger groups.

o The children enjoyed to give, cultivated creativity and believed that

anything is possible.

o I have learned that children love, want and willing to help with love and

happiness in a cause they believe in.

Around 36% of the teachers answered that they got to learned in depth their

students and their positive qualities:

o I have learned that children are inexhaustible treasure of ideas, energies,

smiles and love for the other.

o I have learned that children can handle responsibility in a young age.


22

o I have learned that the class students are creative in finding a solution for

the problem, are very curious and highly motivated for success.

o I have learned that children have the power to guide, and the power to

make a change. I have learned that you should never give up and think

that the child has no ability to make a positive change in reality. You only6

need to provide him with the necessary tools to make the change.

o I have learned about their strong points of each of the children in the

class, about their creativeness and faith.

o I managed to know each and every one of the students closely.

Contribution for the teachers – self discovery

For a big portion of the teachers, participating in the DFXC challenge was a chance

for self-discovery: for their willingness to give, for their ability to act to change their

environment, their ability to lead, and for other values that are important to them

(N=17):

o I have learned the extent of giving without receiving back.

o I have learned that with the help of partners that dream like me – the sky

is the limit!

o I have learned that at times I have little faith, and when looking at the big

picture – everything is possible, especially when working in a team.

o I have learned that these kind of challenges are contagious, and create

significant change in the concept of life.

o I discovered that nothing stands up against the will – I can!

o I have learned that I would like to make children want to contribute to the

community, and volunteer to help others. I also learned how to make

students realize that they can make a change and believe in their abilities

despite the failure of the project.

o I have learned that there is a need for a much bigger contribution for the

general public. I am sorry that it is not within my powers to contribute

more.


23

o I have learned of my abilities to handle school projects and create a

common language between the members of my group and myself.

o I have learned to provide strength to my students. I have learned of

cooperating with other authorities.

o I have learned that social coordinator job fit me well.

o I have learned that I like to give from myself – more than I thought I did.

o I have learned that helping the community is the highest value from my

point of view.

Most of the teachers pointed out that the participation in the challenge taught the

group members how to help others when they detect a need. Close to 2/3 of the

teachers said that the challenge provided a chance to discover hidden talents

amongst the students, and half of them pointed out the participation contribution

on shared work. Around 1/3 of the teachers felt that the participation in the

challenge improved their student attitude towards studies in general and were

presented new matters of interest which they can in the future specialize in.

On a continuing question answered half of the teachers, that they believe to a very

large extent, that following the group members experience in the challenge, they

would want to do more for the community, 29% strongly believe in that, around 17%

believe in that in a moderate level, and only 4% poorly believe that the members of

their group will want to do more for the community.

Table 12: the participation in the project helped the team members to learn

the participation in the project helped the team members to learn

N=24

Helping others in need 79.2%

Identifying hidden talents they did not know of 62.5%

Working with other people 54.2%

Participation in the challenge improved their attitude 33.3%


24

towards studying in general

Document and explaining their work 29.2%

Getting to know new subjects they might want to study more about them in the future

29.2%

Looking at their close surrounding 4.2%

Believing in their selves and their ability to make a change 4.2%

The average contribution assessment of the challenge participation for the students

was between the range of moderate and high. The participation in the challenge

made them feel that they can "change the world" although they are young (78%),

increased their will to help others (75%), and arouse their sense of caring towards

others (72%). The experience of the participation in the challenge taught them about

their ability to cooperate with their friends, to express themselves with clarity and

think about solutions.

Around half of the students that participated in the challenge reported that they

increased their circle of friends.

For around 1/3 of the participants in the challenge had a positive effect on their

educational approach, and half of them even reported that following their

participation in the challenge they had become better students!

Table 13: how did the participation in the project contributed to yourself?

N

Not at all

1

A little

2

In a moderate

way

3

very

4

A lot

5 4+5

Average

students SD

How did the participation in the project contributed to yourself?

The participation increased my will to help others

101 2% 5% 17.8% 33.7% 41.6% 75.3% 4.08 .987

The participation made me think that everyone can make a change, even if he

102 2% 2% 17.6% 35.3% 43.1% 78.4% 4.16 .920


25

N

Not at all

1

A little

2

In a moderate

way

3

very

4

A lot

5 4+5

Average

students SD

is young

The participation helped me work in a team with my friends

102 3.9% 3.9% 21.6% 40.2% 30.4% 70.6% 3.89 1.014

The participation helped me feel I care for the people around me

102 2% 4.9% 21.6% 35.3% 36.3% 71.6% 3.99 .980

The participation helped me think in an organized way for solving problems

100 10% 4% 26% 45% 15% 60% 3.51 1.115

I learned it is possible to start and finish a project on time

101 5% 17.8% 23.8% 33.7% 19.8% 53.5% 3.46 1.145

I realized it is easy to get cooperation from others

101 5.9% 5.9% 21.8% 43.6% 22.8% 66.4% 3.71 1.071

I learned to explain myself in a clear way to others

100 7% 12% 26% 36% 19% 55% 3.48 1.141

I now have more friends 100 29% 14% 14% 27% 16% 43% 2.87 1.488

Following my participation in the project I feel my attitude towards studying got better.

97 20.6% 21.6% 21.6% 17.5% 18.6% 36.1% 2.92 1.404

Following my participation in the project I feel I am a better student

100 26% 7% 18% 30% 19% 49% 3.09 1.478

Total 3.56 .746

For all the that participated in the research, the matter of human values

(helping others) is important in a large extent, and 88% think that the exceptional

dimension (performing the job in a high standard) is important in a large extent

(40%) or a very large extent (48%).

The were asked to express there opinion freely on the DFC challenge

(N=85):


26

Half of the answerers related in their answers to the importance of the project and

its general contribution:

o The project really helps the children, parents and planet earth.

o It is an amazing project. It helps millions of people, animals and more.

Even the groups that did not win helped others. It's amazing.

o I think that it is very important to make people happy. I am one – and I

did a lot of good to people. I made soldiers that take care of the state and

myself happy.

o I think it is a lovely idea that really helps others.

o I think that project is really good that helped people in need, and I think

that doing good is a good thing.

o The project is really successful. It is very important to help people who

don't have anything to eat, it is important for their health.

o I think we did a great job and that we have a good heart, we can do it

again. It is important to help others.

o It is a really good project because it takes care of children's safety, it

gets them out of danger.

o I think we helped the neighborhood a lot that we asked that we asked

the residents if they are glad that we did the garden. They said that they

are glad because before there was trash there and now they have a place

they can meet together.

o I think I contributed a lot in the project, and I think I can really help them.

o I think the project contributes and help the community.

Around 27% of the answerers related to their enjoyment from the project:

o I had fun riding the bus and working in the farm

o I loved going to the farm and grow vegetables and give them to 'Fat Meir'.

What I loved the most is picking the vegetables and organizing them in

the box.

o It was fun. I enjoyed working and cleaning the flowerbeds, and enjoyed

a lot meeting 'Fat Meir'.


27

o I had a fun experience participating in the project because I learned new

stuff. Also, I love animals so I had a lot of fun.

o We had a great success with our project. I was very happy.

o I think the project was very successful, enjoyable and very beautiful.

o I think that the project we did was a great one, and I enjoyed being a part

of it.

Around 13% of the participants related to the contribution of the project in the

personal level:

o The project helped me with my confidence in a group.

o I had a fun experience to participate in the project because I learned new

stuff.

o It was great. I internalize the aim of the project.

o The project contribute a lot to my knowledge and to my attitude

towards the subject. I learned that chickens should not suffer just in order

for us to eat, and I feel I am helping the chickens when I deal with this

subject.

o I have learned that also me as a small child can do and change a lot of

things, and that my work shouldn't be taken lightly.

o I think the project was amazing, one of a kind, it teaches children that

everything is possible and that they can do whatever they put their mind

into.

o The project helped me realize that helping others is fun.

o The project helped me realize that each and every one of us can make a

change in the world.

o The project made me a more considerate person.

o I met like this other children better.

o The project was unifying and fun. There was a team work between the

children.

o We contributed to the school and were with our friends.

Around 4% of the answerers expressed their opinions regarding the difficulties or

personal disappointment that they experienced throughout the project:


28

o The project was really difficult.

o We didn't have time to organize.

o I think the project was unnecessary.

o I was sad I didn't go to the conference on the day of my birthday.

o We should have worked on a much more significant matter.

o The project was okay, not too invested. We could have done more on all

matters.

Most of the students (around 61%), that participated in the DFC challenges, did so as

part of a team that consisted more than 12 team members. Around 20% of the

students were members in teams that consisted 7-12 students, and around 18% of

the students participated in teams that consisted of 5-6 members only. Most of the

students (around 85%) testified that the size of the group fit the challenge they took

upon themselves, around 14% said that the size of the group was too large, and only

1% of the students noted that the size of their team was too small for the challenge.

Around half of the (52%) think the help is needed in order to complete the

challenge on the best side: financial help (39% of the answerers), a much more

significant participation of the colleagues (31%) and their students (23%) in the

challenge execution, time extension (23%), much larger support from the local

community (23%) and from the school's director (15%), and a much better guidance

from the website (15%).

The were asked to freely suggest changes in the DFC "challenge". These

are the summary of their answers ( N=56):

Around 61% think that no change is necessary:

o No. the project was great, and I really think it helps us all.

o I wouldn't want to change a thing.

o No! I liked a lot the idea of this project!!!!


29

o No, the project went smoothly with no significant problems.

Around one tenth of the children suggested suggestions that concern the conduct of

the program, the nature of the cooperation, and as well suggested their practical

insights in light of the fact that they did not win.

o I would have like that all the class would go to the conference (S.O.S) and

not only 10 children that were chosen in a raffle/ I would have liked that

the people in S.O.S would agree that all the class can come to them.

o I would have liked that the school principle would agree on more things,

because if she would have agreed, our project would have been bigger

with more details.

o We should have done it differently because our film didn't come out so

good, and wasn't appropriate to the DFC conference.

o There was a need to check the ground needs prior to establishing the

garden.

o We should have started the project earlier.

o We could have conducted a survey on the needs and wishes of the people

in the neighborhood instead of acting on our own.

o I would like that next time there will be more cooperation between the

members of the team.

o I would like that there will be less disagreements.

o I would like less control on the team children.

o I would like that the kids will work in a more serious way.

o And finally, there is a need of a certificate of thanks and a little prise,

and not only a certificate.

Feeling at the end of the challenge

Around 40% of the students felt pride on their participation in the challenge, and as

well expressed feelings of happiness (28%), satisfaction regarding the way they

conducted themselves during the challenge. Some of the children felt sad that the

challenge came to its end (13%)' and others were motivated to continue doing


31

something similar. Few children (1-3%) reported on frustration, dissatisfaction and

tiredness after the large amount of effort that was invested in the project.

Almost all the (96%) said that they would participate again in this kind of

challenge. One teacher responded that he would not like to participate again in the

challenge and explain his answer by saying that the members of the team did not

have enough funds or resources to implement the project successfully.

As well almost all the (92%) would like to participate in the project again.

8 students responded that they would not like to participate again in this kind of

challenge and explain it by saying that the project wasn't successful, and that the

extent and character of the project were too hard for the team members, that there

wasn't enough time for planning, or there wasn't enough support in the project, "I

wasn't listened to".

In this research we wanted to examine the influence of the participation in the DFC

challenge in Israel, on instructor of the projects (the teachers) and the volunteering

students.

The students and the teachers that took part of the research (25 teachers and 103

students) initiated and conducted in the framework of DFC challenges, 24 challenges

through process of "FEEL"; "IMAGIN"; "DO" and "SHARE". The challenges that were

chosen through a team decision expressed "caring", involvement and compassion

towards the human community, as well as towards animals, plants and the

ecological environment. The action fields involved "feeding" the needy, helping the

disabled, actions towards community and school consolidation, and actions towards

road safety and improving physical fitness (sport).


31

o The participation in the DFC project was, for three quarters of the

teachers, a unique volunteering channel outside of school (in the year

when the project was conducted).

o 88% of the teachers found a personal interest in the project a lot (24%) or

very much (64%).

o The participation in the challenge provided the teachers a chance

(different) to imbue their students' social involvement and personal

growth values, as well as teaching them necessary strategic actions.

o Cooperation between teachers and students throughout the challenge

enabled a non-formal closer acquaintance, and exposure of positive

qualities that were expressed thanks to the participation in the

challenge: "I have learned that all the members in the group like to help –

the community in general, and to one another in particular"; "I have

learned that kids are filled with motivation and can make a big

difference!"; " I have learned that children are inexhaustible treasure of

ideas, energies, smiles and love for the other".

o The success of the children in the challenge that maybe before the

challenge were perceptive as non-adjustable, gave their teachers hope

and encouragement towards them: "I have learned to never give up or

think that a child has no power or ability to create something positive in

reality. You only need to provide him with the right tools to do so".

o The participation in the challenge "reminded" the teachers about the

values they believe in, and strengthen their social-education

commitment: "I have learned that there is a bigger need for contribution

to the community"; "I have learned that these kind of challenges are

contagious and create significant change in life perception"; "I have

learned that helping the community is a supreme value for my point of

view".


32

o The participation in the challenge as well reveled hidden abilities amongst

the teachers and positive beliefs about themselves: "I learned of my

ability to conduct school projects, and create a mutual language

between myself and the team members"; "I learned to give power to my

students"; "I learned how to make students realize they are able to make

change and believe in their ability, in spite their project did not succeed";

"I learned to cooperate with other factors"; "I learned that the social

coordinator position really suits me"; "I learned that I like to give from

myself – more than I thought I did".

o Most of the teachers noted that participation in the project taught the

members of the team to help others, when they notice a need for that.

Close to two third of the teachers said that the challenge constituted a

chance to reveal hidden talents amongst the students, and half of them

pointed out the contribution of the project for the ability of the students

to cooperate.

o Around one third of the teachers felt that the participation in the

challenge improved the students' attitude towards studying, and as well

presented them new subject of interest which they could specialized in

the future.

o Most teachers said that they highly believe that following the team

member's experience in the project, their students would want to do

more for the community. Around 17% of the teachers think that way in a

moderate way, and only 4% of the teachers believe in a small extent, that

their students will want to do more for the community.

o Almost all the teachers felt that participating in the challenge

strengthened their student's faith in their own ability to make a change:

"the team was felled with motivation to succeed and believe in their

ability to make a change".


33

o Around one third of the students loved the possibility that was given to

them to act individually as "adults", and do things together with their

friends. Around one quarter "connected" to the community needs, to the

liking of the community when solution were administrated, and to their

personal success in implementing solution procedures for problems the

challenge surfaced.

o The students were active and systematic in their way to solve the project

challenges: around 42% of the students advised with someone else from

the school team during the thinking stage of the project. Others advised

their friends from different classes (18%), friends from their

neighborhood (9%), or with family friends (18%). A little more than one

third of the students did not consult with anyone else other than their

teachers.

o 58% of the students felt that the team members worked together in full

cooperation, around one third of the students felt that "there were a few

students that stood out and a few students that participated little". A

number of children said that they wished they would have participated

in a more substantial way and to even lead the project. Around half of

the children that participated in the project reported that their circle of

friends expanded.

o According to self-report, the evaluation of the average contribution of the

participation in the project for the students was between "medium

contribution" and "high contribution". The participation in the project

made the students feel that they can "change the world", despite their

young age (78%), increased their will to help others (75%), and spur their

feeling of concern towards the other (72%). The participation in the

challenge taught them about their ability to cooperate with their friends,

to express themselves in a clear way, and to delve into problem solutions.


34

o Around 40% of the students felt pride being a part of the challenge, and

as well expressed feelings of happiness (28%), satisfaction and

contentment from the way they acted throughout the challenge. Some of

the students felt sorry the project came to its end (13%), and others felt

highly motivated to implement similar actions after the project is over.

o The participation in the challenge had a positive effect on the student's

attitude towards studies for around one third of the students, and

around half of the students reported that after their participation in the

challenge they become better students!

o The student expressed their change in their personal perception in the

following way: " I understood, that also me, the small child, can make a

big difference and that one should not degrade me"; "I think that the

project was amazing and unique, teaching the children that everything is

possible and that you can do anything you set your mind to"; "The project

helped me realize that helping others is fun"; "The project turned me into

a more considerate person".

o There was a difference between the teacher's evaluation, and the

student's evaluation, regarding the difficulty the challenge was placed for

the students: the teachers evaluated that the coping of their students

with the challenge tasks' was "difficult in a moderate way" for them. On

the other hand, the students evaluated their own coping in the challenge

between the range of "hard in a moderate way" and "easy". Following

that, while the teachers evaluated that the students had difficulty getting

out to the community and document their work in a film (actions that

required creativeness, promptness and spontaneity, relatively to the

plans that were done in the classrooms), the students evaluated these

action as relatively easy and fun.

o The main reasons the teachers noted for their team to win one of the

catagories, were identifying a significant need of the community, their


35

ability to answer this need in a successful way, and finding a creative idea

that won over support and interest, while the main reasons that the

students noted for winning were the amount of time and effort that were

invested in the project, the inner feeling that they are involved in a

meaningful project, the fact that the idea that stood in the core of the

project was successful, and the help they received from school and the

high involvement of the students in implementing the challenge.

o Most of the teachers were assisted by the internet site in order to build

an action plan, but only one third of the students used it.

o Around one third of the students felt "there were a few students that

stood out and a few that participated little". A number of students said

that they wished to participated more in the project and even lead it".

o Around half of the teachers thought that help is needed in order to

execute the challenge in the best possible way: financial help, a more

significant participation from their colleagues and students, additional

time and receiving more support from the local community. Most of

these aspects were noted from the students' point of view as well.

o Almost all the teachers (96%), and almost all the students (92%) wish to

participate in the challenge as well.

The "Design for Change" project successfully created a systematic, exciting and

effective platform for group volunteering actions of children and youth in Israel.

From the research you can see, that the results of the project in Israel maybe even

expand further than the goals its designer's presented. The participation in the "DFC"

challenge contribute of course to the cliental of the program's challenge (this aspect

was not examined in a direct way in this current research), but at the same time

created, at least within part of the participants, changes in their self-perception

alongside positive concrete results (aspects that are known from the literature that

was mentioned in the introduction to this research). In general, the teachers were

re-familiarized with the significance and need to act themselves and to educate their


36

students, communal civilian involvement, and to values that are derived from it. By

participating in the project, they even got to know in depth their students and find

out their personal capabilities (theirs and their students), and express qualities of

giving and leadership.

The students that accepted the program challenges receive a chance to act in an

independent way, exposed to problems, participate in a process of brain storming,

and mainly – go to act, give support and empathy for "grown-ups", win respect and

exposure, and at the same time fortify their self-esteem.

Not only that the students learned to cooperate amongst themselves and amongst

others – half of them reported on making new friends, and a change for the better

in their studies. Meaning, the feeling of self-capability, together with expertise

development of systematical thought and clarity expressiveness that were

experienced in the project framework created a deep change that came to fruition

also in the field that does not relate directly to the volunteering content.

And if we go back for a moment to the starting point, when the students were asked

why did they want to take part of the program, there were their common answers: "

I wanted to help people…I wanted to help animals….and – I love to volunteer", while

the teachers common answers to the question why did they want their school to join

the project were: "It is important for the team members to identify the needs and

problems of the community in which they live in".

In fact, it seems like the project succeeded to channel the natural tendency of the

children to help others – to a rational and effective activity for the community in

which they live in (through the guiding teachers), and at the same time, made it

possible for teachers to take part in a natural movement to the "other" of the

children and youth. This way everyone wins.

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