Abstract
The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte. It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the opinion groups were gathered, analysing those of 59 direct and indirect agents (teachers, families, local heritage managers and members of the local authorities. The data were collected via questionnaires with open responses and discourse analysis was performed on the responses. The most significant results show that: (a) the teachers valued the methodology and the objectives achieved extremely positively; (b) the families particularly valued the significant learning achieved by their children regarding elements of local heritage; and (c) the local authorities and heritage managers valued the programme as it has demonstrated the need for more collaboration with schools. The programme analysed has been shown to be useful, efficient and effective and has achieved a (largely unexpected) impact on the families involved and on the local community.
Highlights
This paper is based on previous studies on the evaluation of the results of the heritage education programme Patrimonializarte in which the needs of teachers for working on heritage education and the learning outcomes of their pupils have been analysed (Castro-Calviño and López Facal 2019; CastroCalviño et al, 2020a; Castro-Calviño et al, 2020b)
The Patrimonializarte programme and its evaluation The Patrimonializarte programme was designed according to a holistic conception of heritage, which includes processes of identity (Fontal 2003)
The programme was implemented over the course of one academic year in two state schools in Galicia (Spain): one state school, which encompasses the stages of Early Childhood Education (3–6 years of age), Primary (6–12) and Secondary education (12–16) (School 1) and another school with early years and primary education (School 2)
Summary
This paper is based on previous studies on the evaluation of the results of the heritage education programme Patrimonializarte in which the needs of teachers for working on heritage education and the learning outcomes of their pupils have been analysed (Castro-Calviño and López Facal 2019; CastroCalviño et al, 2020a; Castro-Calviño et al, 2020b). The evaluations of the teachers, families, local authorities and heritage managers are analysed. Among the participants in the research were: agents directly involved in the education process: N = 111 pupils (39 from ECE, 60 from PE and 12 from SE) and N = 12 teachers of different subjects; and indirect agents
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