59

EVALUATION
REPORT

c the beit project 2013

60

EVALUATION We consider the evaluation to be an essential part of the development strategy of the
Beit Project.

REPORT We have tried to perform an evaluation of different aspects at various levels, both on the
local and European dimension:

The evaluation process is led by Dr Neus
Gonzalez of the Autonomous University of
Barcelona (UAB)
• Pertinence: the extent to which the activities of the Beit Project and its objectives were
adapted to local realities
• Implementation: the extent to which the implementation process supports achievement
of the objectives
• Effectiveness and efficiency: the extent to which the project’s objectives were achieved
satisfactorily through its activities at a reasonable cost
• Complementarity: the extent to which the Beit Project complemented other local and
European projects
• Sustainability over time:the extent to which the Beit Project enables the next steps to be
developed

We have also tried to identify the SMART indicators (specific, measurable, attainable,
relevant and timely), and especially:
• Participant satisfaction (schools and partners)
• Level of participation in the activities
• Number of participants in local events (final presentation) held by the schools and local
society
• Number of local and European partnership agreements signed
• Number of cities interested in the next stage (local school and partners)
• Growth of the use of the project website, the number of Facebook friends of the Beit
Project in every EU country
• Ability to fund the project

For the first part of the evaluation, concerning the activities themselves, we used several
methods to gather information:

Individual interviews with students at the end of the activity, as well as educators’ thoughts
after each session.
The public discussion during the final presentation, with the students, educators and local
experts on culture and heritage
The questionnaires filled out by the students, teachers and educators )

c the beit project 2013

 61
“This project taught me some history
“Today, we are free.
1. The interviews
“Based on something small, a simple about Jewish culture […] I also think
vestige, you can discover so many It’s important to be it taught me to be more tolerant of
things… Now I’ll give the details a aware of that.” others.” conducted with the
students at the end of
closer look and try to discover what
they may be hiding. For example,
you can move buildings.” the sessions

“The students that will work on the

“I discovered that important project next shouldn’t think that it’s Students 14-15 years old
things happened, which we like visiting a museum or something fromtheCollège AIU de Nice
need to remember so they are boring. We have a good time and
(France) during the project in
Barcelona on 25 April 2013.
not forgotten.” learn a lot.”

“You learn a lot. I think it will be useful for us in the fu-

ture because we were made aware of many historical
events, like the bombardment of Barcelona during the
Spanish Civil War and now we know to pay attention,
so it doesn’t happen again.” Students 12-13 years old from
theLycée français de Barce-
“I really liked getting to the bottom lone during the project in Bar-
of things, like with a Russian doll, celona on 25 April 2013.
looking for vestiges.”

“What I’m going to remember is that there are many

vestiges and a lot of history that we don’t pay a lot
of attention to. It’s important to look.”

“It teaches you about what hap-

“At first we thought it was pened and to pay attention so it
going to be boring, but ac- doesn’t happen again.”
tually there are many activi-

EVALUATION
ties and it’s a lot of fun.”

REPORT
c the beit project 2013
62
1. The interviews
conducted with the
students at the end of
the sessions
Students 12-13 years old from
theLycée français de Barce-
lone during the project in Bar-
celona on 25 April 2013.
EVALUATION
REPORT
“It’s like looking at the city again with
new eyes. You see things that others
don’t.”
“This way of learning is very interes-
ting. You experience what you learn,
which brings you closer to the things
you learn. That gives you more moti-
vation. You talk with people and you
see real things
“I believe that historical events re-
semble current ones. This allows us to
think about what is happening today
and what will happen in the future.
We have to take what has happened
as an example to rectify our present
and future… We have an advanta-
ge, because we are free to think. We
know we have to ask questions and
think about what’s happening.”
“You have to come with an open mind,
with the desire to learn and to listen.
You have to pay attention throughout
the project. Those who work on this pro-
ject should take full advantage of it. It’s
an opportunity.”
“I learned a lot. It helped us to
learn a lot about our city. We
“It’s more alive and it makes us
want to learn more. You focus
discovered so many details
about our city, our history…”
more in class. When you’re at
school with the other students
you don’t pay attention an-
ymore. All the days are the
same and you don’t worry
about what others think.”
“When we go to other pla-
ces, we’ll certainly pay closer
attention to the details. We’ll
observe a little more.”
“I learned to explore and
discover… everything we
know is based on something.
You need to search around,
dig… otherwise you may just
miss what’s really crucial.”
c the beit project 2013

“This type of project is beneficial; it allows stu-
dents to meet in another context. A student
who… doesn’t participate in class can take the
place that they don’t take at school because
they have a harder time expressing themselves
there. For us as well, as teachers, we were a
bit on the sidelines and that helped us to think
about other ways of conveying information.”
Tamara, teacher at Athénée Ganenou
“School is first of all a place to learn, but it is
especially a place to learn how to learn. [This
project] shows students what it is to look, identify,
ask questions, formulate hypotheses and parti-
cipate in dialogue, things that we do in class
but that they can do here independently… an
independence that is hard to give them in the
classroom.” Cecile Ricard, teacher at École Eu-
ropénne d’Uccle
Final Presentation at
Brussels.
26 February - 2013
c the beit project 2013
63
“More so than all the historical dates and vestiges, I 2. Comments from
remember the process of awakening curiosity in the su- students, teachers and
experts during the final
rrounding urban space.”
Cathy del Rizzo, educator
presentation:
During the final presentation, some students,
teachers and experts in education, urban
development and heritage of the city took to
the stage.
All answered the same questions.
“For me, interest in heritage and material vestiges is a fun-
damental part of forming citizens. By giving future citizens What does heritage mean for you?
the means to analyse the society in which they live, by ma-
king reference to the past to act in the present.” What is it good for?
Philippe Plumet, (Democracy or Barbarism Association)
What did the project teach you?
Are there certain subjects that are better to
learn about in a public space?
Do you think that this type of project could
replace traditional schools?
“I learned how in one city or another, there is always
something hiding something else. I learned to observe.
My perspective has changed.”
Student at Athénée Ganenou
“It is a pure example of active education. The students
could get in direct contact with the monuments, with
historical places. It’s really through specific contact
that we learn the best.” EVALUATION
REPORT
Régine Obuchowski, director of the Beth Aviv school
64
3. The questionnaires At the end of the project, the evaluation sheets are handed out to the teachers of the
participating classes. The students fill out these questionnaires in class individually and
anonymously. We ask the teachers to allow the students total freedom of expression. High
appreciated by the students, this approach seems important because everybody can express
their impressions, criticism and feelings (right of the individual) even if in very few cases it led
to both excessive positivity (disproportionate praise) and negativity (very degrading in two
cases).

The results with respect to our method:

Having fun while learning:

It is interesting to note that the participants really stress one point that is little mentioned,
but still inherent to our approach: the entertaining and pleasant aspect of the method
increasing the effectiveness of the learning.

Results: the adjectives that appear the most in the project participants’ questionnaires
include: nice, interesting, neat, cool, really cool, fun, fantastic, instructive, creative.

If we study the sentences that contain them, we learn that the main reason for their
opinion is the entertaining education:

“It’s great, having fun while learning. I learn better that way.”
“I had a lot of fun and I learned how to learn and to discover places in greater depth.”
“Since it’s more fun, we have more curiosity.”
“Having fun while learning.”
“Having fun while working.”
“Learning like that, you have fun.”
“More fun than studying.”
“Cool. We learn by laughing.”
“To be more attentive and have fun at the same time.”
“It’s a very interesting project. I liked it a lot.

A school open on the city:

EVALUATION The originality of our method comes largely from the nomad school assembled in the public
space, which enables us to take an intimate an independent approach to urban complexity,

REPORT society, the place and its history. The students and the teachers’ comments mostly share an
interest in escaping the routine of the classroom.
c the beit project 2013
 65
“It helps me to understand the history of my city, a city I have known for 13 years but learned
more about in two days.”
3. The questionnaires
“It helps you to learn in a more relaxed and fun way, which helps you to remember better. It’s
an educational break. After that, you understand others better.”
“I think that class is more interesting and the students are more attentive this way.”
“I really enjoyed travelling outdoors and going to see the historical buildings.”
“It changes your habits a bit.”
“Because we get out of school for a while.”
“Another way of working. It’s cool going to the places.”
“It’s more fun than just looking at the photo.”
“It’s pleasant to work outdoors.”

They especially associate this other way of working in the place with an active and dynamic
learning process, as well as a certain degree of autonomy in the development of the project.

“I think it’s more dynamic and active than in class. The students get bored in class easily. I don’t
think they had time to get bored here.”
“It makes the work more interesting and you remember it better.”
“Not as boring as sitting in a chair.”
“Because you don’t get bored. You learn more than in class.”
“It’s dynamic. Everyone learns, even the adults.”
“You learn more easily.”
“The project consists of discovering the heritage of our city based on the vestiges we discover.
You also have to have a bit of imagination and not be afraid of stating your opinion.”
“I liked it, because you learn more than in a museum and you don’t even realise it.”

The modules built by the students in the urban space are always highly appreciated. The
average rating the students give this activity is around 9/10.

EVALUATION
REPORT
c the beit project 2013
66
3. The questionnaires Results of the questionnaires:
Should we study this way more often?

94% of the students think they should study this way more often. Their position is based on
the following recurring ideas:

A more fun, attractive and useful way to work that encourages the assimilation of information:
“We understood and remembered the subjects taught better.” “It’s easier.” “It’s more
attractive and freer, to better understand.” “We remembered it better because we studied it
in a fun way.” “It’s more interesting. It’s like treasure-hunting.”

A new vision of history connected to daily reality:

“I really liked the way we worked. It gives you another view of how to work.” “It helped me to
see history in another way.” “You can see these places from another angle.” “Learning about
the past of the buildings, learning about the history of our neighbourhood and viewing the
buildings we pass by every day with different eyes, where before we didn’t pay attention.”
“We learn that everything has meaning and there are signs everywhere.”

6% of the students think they should not always study like that.
The main argument that comes up in these responses is the weather factor, which is significant
in Brussels since the project was carried out in the winter.
“It’s not always practical in winter.” “It was too cold out.”
Other students think:
“It was too long.” “It’s better to do in a school environment t give it structure.”
Or they think there are too many elements or activities to internalise properly:
“Way too many things. I didn’t have time to get it all.”

The teachers’ opinion: DYNAMISM AND AUTONOMY

Many teachers said that a method that is both active and interactive promotes creativity and
autonomy because it encouragesthe student to get involved in the learning process.
“An active method.” “An active and original project.” “Creativity.” “A lot of interaction.”
“The students are in physical and intellectual movement.” “The students were concerned
about this project because they were involved in their research on the ground.” “I like the fact

EVALUATION
that they’re invited to think and find answers by themselves.”

REPORT
c the beit project 2013
 67
Plurality and complementarity: 3. The questionnaires
The second strong point of our method is the complementarity between students that don’t
know each other, which also helps them to break out of their relational routine with the class
and learn to open themselves to others. In our experience, this often random association was
very effective:

- the ability to learn based on dialogue and recognising the fact that you share points of view
with others is a useful and enriching way to work.

“To see different opinions.” “Everyone has their own opinions.” “Study through sharing.” “It
makes you want to learn more and see what other people think.”

- the entertaining aspect and learning about others was appreciated by the vast majority:

“Making new friends with whom you can have fun while learning.” “I loved working in pairs.”
“It was nice to meet other students our own age.” “It’s really good to be with another school.”
“I loved participating with the other school.”

The method also creates some rare problems according to the students’ state of mind
(exaggerated shyness in one of the students, complexes, mixing between boys and girls,
excessively great differences in age, boisterous students forming pairs or groups, etc.).

“I couldn’t stand my partner.”

There is an aspect that shows up in a group made of students of very different ages: interestingly,
only the oldest students complain:

“My partner was too young.” “Our partners were too young.”
We try to detect problems as soon as the activities start to solve them with the help of a teacher:
we generally do this by changing the partner of by creating two groups of three

Space and time: the site and its history

Immersion in the urban space for two days allows us to work more deeply on the site and
its history. The project gives students and participants in general the chance to take a day
trip in the city, their city to discover its emblematic sites, secrets, shortcomings, inhabitants
and stories right under the everyday… One could say that the method develops the sense of EVALUATION
observation,curiosity towards this complexity of the city to which we all belong.
REPORT
c the beit project 2013
68
3. The questionnaires Many students notice that they changed their point of view about the heritage sites and
the cultures they represent. Rediscovering the city with new eyes, undergoing a sensitive
experience and seeing historical sites as a source of knowledge, but also as a means of support
for thinking about daily life today, society today and oneself.

“This project allows you to extend your vision of the world and your surroundings, to better understand
the past and the reasons for the present. It also improves teamwork and understanding.”
“We discovered the present through the past.”
“What I’ll remember the best is probably the fact that the past is very useful for understanding our
present. That situations in the past are not so different from situations today.”
“I liked using vestiges of the past to reflect on the present.”
“It opens your eyes to your surroundings.”
“We learned about the history of all the cities, and not just our own.”
“We reflected on the history of our city.”
“We looked around to understand and to put together the pieces of the puzzle.”
“A simple road can hide a lot of history.”
“We learned about life in the past.”
“Every story can conceal another one.”
“I think that we don’t look at things closely enough… I will remember that it’s important to observe
and to try to understand what history hides.”
“It makes us experience history and the city firsthand.”
“A little detail can hide a lot of history. So you always need to pay attention to find the vestiges.”
“When I visit monuments now, I observe more.”

Result of the questionnaire: Are the sites more familiar to you now?

86% of the students feel that the sites studied are now more familiar:
“They are more familiar because we know them better.” “I know their past.” “I know the history of
these sites now.” “Because now I understand why those monuments exist.”
“Each time I pass by there, I’ll remember.” “Now that I know the places better, I’ll be able to
explain everything I learned to my parents.”

16% of the students do not feel that the sites are more familiar.
EVALUATION “•It was already familiar to me.” “I knew it pretty well before.” “I go by there every day and nothing
has changed.” “I’ve known it for 12 years.” Most of these students’ responses say that the sites were
already known to them and the project did not raise their level of consciousness of the place. It is

REPORT possible that the wording of the question influences the response, because they do not consider the

c the beit project 2013

 69
fact that all the historical knowledge has brought them extra familiarity.
3. The questionnaires
The teacher’s opinion: A NEW OUTLOOK ON HISTORY
One of the strong points of the method is the active and fun way it approaches learning, in the
street, as if the students were detectives or investigative reporter. This raises their awareness of
the subject of historical heritage and gets them to develop a taste for the subject.

“A taste for history.” “Awareness that learning can take place outside the classroom.”

“We revisited history in a highly specific way and developed a different sense of observation.”

“It awakens their curiosity and their spirit of initiative and helps them to learn in a more entertaining
way.” “It educated my students’ perspective.”

The individual and the group, dialogue and sharing

Besides the great success in setting up the modules, the other activity that generated the most
enthusiasm is the creation, in teams of four, of films and interviews with local residents. The
students participating in the project are adolescents. It is not always easy for them to relate
to adults, but we see clearly throughout the project that their contact and conversations with
adult strangers is one of their favourite parts.

“I had fun doing the interviews.” “What I liked best was learning to do the interviews.” “It’s fun to
interview people in the street and film them, to make a real film.” “It’s a good way to see deeper
into things and learn peoples’ opinion.” “I’m usually shy around people that I don’t know, but after
doing the interviews I’m not as afraid as before.”

The teachers’ opinions: LEARNING TO SHARE

The benefits gained are described as very positive, because they have learned to turn the act
of sharing into value that creates knowledge and learning.

“Excellent, because they could share their ideas and thoughts with other students.” “It opened
people up.” “They discovered things about others.” “They shared experiences with students they
didn’t know.”

EVALUATION
“The students asked each other many questions about history and they appreciated sharing their
ideas with other students.”

REPORT
c the beit project 2013
70
3. The questionnaires Conclusion :

94% of the students say they liked participating in the project. Most of them evaluate
the activities positively. Some highlight the unique aspect of the project and their privilege in
being able to take part in it.

“It was cool. We learned to meet people and to build cabins.” “It was original and the idea of the
video was great.” “We built cabins, learned some things about history, the vestiges of our past. We
filmed these vestiges and interviewed passersby to find out what they knew about their past.” “The
project is good for meeting new people.”

“The project is good for understanding your city better, for learning more about your schoolmates
and to pay attention… to film, to learn without realising it.” “We should study like that more often, in
the outdoors, where we can touch the monuments and share our opinions with each other.”

“I know that not many people could have participated in this project.” “A unique experience!”

6%of the responses were negative, with the students mentioning three main reasons.
The first is the length of the activity, especially verbal explanations:
“It lasted too long.” “We talked a lot and the activities weren’t long.” “It was fun, but sometimes a
little boring when we talked about history because it was too slow.”

The second has to do with working in pairs (see point 2).

Finally, some viewed their participation in the project negatively:
“It was useless to me.” “It didn’t teach me much.”
There was also someone who felt they were treated like children.
“They took us for five-year-old kids.”

We are aware that this method of work based on independent discovery, experience and
autonomy may both some students that have trouble steeping outside the traditional situation
of the classroom or of the school routine, or that prefer a passive-receptive attitude.

Many responses show that these activities make them the centre of attention, give them more

EVALUATION
confidence in themselves and help them to become more independent:
“Since it’s alive, you remember it better.” “We discovered things that weren’t obvious.”

“We investigated vestiges, with us as the star:” “It gives you confidence in yourself.” “Now I’m not as
REPORT afraid to express myself to passersby.”

c the beit project 2013

 71
SUGGESTIONS FOR IMPROVEMENT FROM THE TEACHERS 3. The questionnaires
The teachers gave us many positive comments and made suggestions to improve certain
aspects of carrying out the project. Interestingly, there are many ideas and suggestions, yet
most are not repeated, which leads us to think that they didn’t stop before the problems that
came up in the sessions, or at least didn’t consider them to be important.

TIME SCALE“The written part (2nd day) was too long. More time should be given for filming.” “The
set-up took too long.”

LEVEL OF DIFFICULTY“The research on paper and the reasoning could be a little difficult.” “For the
conceptualisation activity, it would be useful to prod the students more in the question-response
games accompanied by examples.”

AGE OF THE STUDENTS“I’m not convinced that such a big age difference (12/ 16) is useful for working
in pairs.”

PREPARATION “By understanding the sites better, the teachers could cover or go deeper into certain
parts of the schedule, and yet at the same time the surprise effect plays a positive role.” “A visit to the
school in advance to briefly introduce the project to the students.” “Show a video of prior sessions
to the teachers.”

ADDITIONAL COMPLEMENTARY ACTIVITIES“Show the students videos made during other stages.”
“Create a Beit community, following the projects in Europe (by email).” “Gather all the information
and attach it to the timeline.” “Make them describe part of the project in writing.” “It’s a shame that
the students don’t keep a written account of their activities and research.”

Finally, here are the words of one teacher that clearly summarise how they see the project:
“The Beit Project takes an active approach to the culture of heritage, where the value of sharing is
proven thanks to the participation of students of all ages, from different cultures and schools. Like real
detectives, the students are led to inquire and reflect on a set of vestiges of history in their own city
and later update them through filmed interviews.”

EVALUATION
REPORT
c the beit project 2013
 72
4. Partnership This year, the Beit Project benefitted from new sources of funding, such as the Jewish
Foundation of Belgium and the Foundation for the Memory of the Shoah. But we were
agreements also able to establish a partnership with foundations that have already helped us:
Last Update:
Matanel and theUpdate
16 Jul 2013 - 07:34
European
now
Jewish Fund.
Last Update: 16 Jul 2013 - 07:34 Update now

We have also received several forms of institutional

- Year - support2013in theOK cities where project
Last Update: 16 Jul 2013 - 07:34 Update now
Reported period:
- Year - 2012 OK
Reported period: - Year - 2011 OK
Reported period:
took place: the City Council of the 3rd arrondissement of Paris, Brussels City Council
andthe Generalitat de Catalunya. At the highestSummary
Summary
level, the project’s activities have
Summary
Reported
Reported received the backingof the European
Year 2012
Reported
period
Parliament
Year 2013 since November 2012.
Year 2011 period
period First visit 01 Jan 2013 - 00:16
First visit 01 Jan 2012 - 00:13
First visit 23 Jun 2011 - 15:58 Last visit 16 Jul 2013 - 06:32
Last visit 31 Dec 2012 - 23:56
Last visit 31 Dec 2011 - 22:02
Unique visitors Number of visits Pages Hits Bandwidth
Unique visitors Number of visits Pages Hits
Website :
Unique visitors
Bandwidth Number of visits Pages Hits Bandwidth

5. Internet growth
<= 2,378
<= 415 <= 2,889
From 23/06/2011 to 31/12/2011 (6 months): 1,767visits to the site (unique visitors:
Exact value not 4,118 31,920 234,334 11.58 GB
Viewed traffic *
Exact value not 1,767 14,858 Viewed75,881
traffic *
Exact value
6.78 not
available
GB
in 'Year'
5,921 90,311 Viewed368,641
traffic *
(2.04 visits/visitor) (15.25 Pages/Visit) (62.25 Hits/Visit) available
(37502 in
415) (2948.66 KB/Visit
211.76 GB
'Year' (1.73 visits/visitor) (7.75 Pages/Visit)
(56.9 Hits/Visit)
KB/Visit)
available in 'Year' (4.25 visits/visitor) (8.4 Pages/Visit) (42.94 Hits/Visit) (4022.58 KB/Visit)
From 01/01/2012 to 31/12/2012 (1 year): 5,921 visits to the site (unique visitors: 2,889)
view view
view
Not viewed Not viewed
From 01/01/2013 to 15/07/2013 (6 months): 4,118 visits to the site (unique visitors: 2,378)
Not viewed 47,567 77,611 2.01 GB 58,039
4,343 traffic *9,979 157.05 MB traffic69,830
* 1.49 GB
traffic *
* Not viewed traffic includes * Not viewed traffic includes traffic generated by robots, worms, or replies with special HTTP status codes.
* Not viewed traffic includes traffic generated by robots, worms, or replies with special HTTP status codes.traffic generated by robots, worms, or replies with special HTTP status codes.

Monthly history Monthly history Monthly history

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2012 2012 2012 2012 2012 2012 2012 2012 2012 2012 2012 2012 2013 2013 2013 2013 2013 2013 2013 2013 2013 2013 2013 2013

Unique Number of Unique Number of

Month Pages Hits Bandwidth
Month Pages Hits Bandwidth Unique Number of
visitors visits visitors visits Month Pages Hits Bandwidth
Video
181 screenings
visitors visits
Jan 2011 0 0 0 0 Jan02012 466 8,303 33,097 195.86 GB
Jan 2013 477 797 4,319 37,279 9.44 GB

(6 months): 156 times

Feb 2011 0 0 0 0 Feb02012
From 347
23/06/2011 to 31/12/2011
276 594 11,086 44,236 988.98 MB
379 Feb 2013 674 7,032 57,705 446.12 MB
Mar 2011 0 0 0 0 Mar02012 662 11,441 41,444 2.87 GB
270 Mar 2013 478 5,020 30,074 381.15 MB
Apr 2011
May 2011
0
0
0
0
0
0
0
0
Apr02012 From 263
01/01/2012
515 to 31/12/2012
8,802 (1 year):1,927times
24,430
310
1.39 GB
Apr 2013 517 3,932 22,123 346.09 MB
May0 2012 280 530 8,869 25,944 6.98 GB
Jun 2011 5 37 2,041 10,096 66.87 MB
Jun 2012 From 01/01/2013
221 419 to 15/07/2013
6,980 (6
19,255 months): 1,017 times
368 May 2013
1.28 GB
662 4,658 34,837 457.47 MB

EVALUATION
Jul 2011 24 169 564 2,461 14.05 MB Jun 2013 363 654 4,588 36,941 390.03 MB
Jul 2012 189 371 5,119 12,832 699.54 MB
Aug 2011 14 162 270 596 3.53 MB Jul 2013 211 336 2,371 15,375 172.04 MB
Aug 2012 162 408 8,878 34,825 227.00 MB
Sep 2011 46 231 1,094 4,657 121.59 Facebook
MB
Sep 2012 190 455 8,687 57,060
Aug 2013
422.78 MB
0 0 0 0 0
Sep 2013 0 0 0 0 0
Oct 2011 53 284 917 4,360 1.88 GB
The Facebook page is3,940
updated at every stage of 0the project, from preparation to the0
REPORT
Oct 2012 258 518 29,137 212.37 MB
Nov 2011 88 354 2,067 12,770 891.05 MB 0 Oct 2013
0 0
Nov 2012 282 524 4,303 27,310 310.30 MB
Dec 2011 185 530 7,905 40,941 3.82 GBfinal presentation.
Dec 2012 240 459 We3,903
currently have 290 friends in our network.
19,071
0 0 Nov 2013
0
602.96 MB
0 0
Total 415 1,767 14,858 75,881 6.78 GB Dec 2013 0 0 0 0 0
Total 2,889 5,921 90,311 368,641 211.76 GB
Total 2,378 4,118 c 31,920
the beit project
234,334 2013
11.58 GB
 73
The information produced by the evaluation work on the different levels showed us
that the project is enjoying a high level of success in achieving the aims set out for it.
6. Conclusion
Summarising the aspects expressed by the participants, they feel that this experience
has helpedthem to:

- Rediscover their city, and especially heritage sites linked to jewish culture on which
they have worked
- Raise subjects linked to the present through history and think deeply about them
understand the interest in studying with other students and new friends (“get to know
our neighbourhoods and other students”)
- Remember what they have learned through this participatory process (“free to learn,
you remember things better”
- Increase their desire to continue learning (“makes you want to learn more” “makes
you want to learn”)

What’s next
2013-2014: The project had just finished a new stage, in Berlin past August. This presented
a new challenge, in a city where the urban space is undergoing great transformation
with a duty to memory that is as essential as it is unavoidable.
Now, the project is in Paris. It will go to Brussels in January, in Barcelona in March, in April
in Perpignan and in June in Rome.

However, the project also tends to develop towards greater cultural opening, using its
methodology to work in very different places culturally and historically speaking.
Today, the project is also committing to new technologies in order to share this
educational experience with a bigger number of schools and students, in Europe and
elsewhere.

EVALUATION
REPORT
c the beit project 2013