Abstract Social programs have to deal increasingly with their effects and are required to prove them. The aspect of long-term effects is often neglected. The present study investigated the question of how short- and long-term outcomes can be measured by an impact assessment on the mentoring program ‘Nightingale’, focusing on two of its main objectives: the increase of the educational motivation and the strengthening of self-esteem. The work presents the possibilities and limitations regarding planning and hypothetical implementation of a long-term impact analysis in the field of social economy. Click here to Read more
The present study investigated some of the main dimensions of intercultural competencies and knowledge within the Nightingale mentoring program in Spain. By: Prietro-Flores, Ò., Feu, J., & Casademont, X. (2016). Click here to down load the article
„Evaluation des Nightingale Mentoring Projektjahres 2014/2015 mittels qualitativer Inhaltsanalyse nach Mayring“. Hanna Scherer & Samantha Ehli analysed the monthly report of the mentors of three mentoring-period to find out significant relations between different aspects of gender or studies on the quality of mentoring given to the mentees. Click here to down load Hanna S thesis. Click here to down load Samanth E. thesis.
„Evaluierung des Nightingale-Projekts anhand der grammatischen Fähigkeiten im deutschen Zweitspracherwerb“. Magdalena Clarissa Himmelbauer & AndreaTrautsamwieser shows that children with lower language skills showed significant improvements in the speech production when participating in the nightingale-mentoring-project. The grant-giving rules of the Ministry of Integration in Austria emphasises the aspects of how Nightingale – mentees benefit from the program in enhancing German language skills- which is shown here. Click here to down load the Andrea T. thesis. Click here to down load Magdalena H. thesis
The article presents the results of the impact study of the Nightingale Project, in Girona. More than one hundred mentoring pairs (mentor and mentee) that took part in the intervention project were administered a questionnaire (N = 58). This same questionnaire was also given to a group of adolescents with the same profile but who did not participate in the project (N = 128) and who were treated as a control group. After six months of intervention the results show that students who participate in mentoring learn the language faster, create broader and more diverse networks of friends in school, develop higher educational aspirations and expectations, are better acquainted with the reception context (municipality they live in), and improve standards of self-confidence and self-esteem, among other characteristics.
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