Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes

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.

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

“…Besides ownership for schools and teachers, it can be, on the other hand, beneficial for students as well. Including local content brings a sense of relevance and involvement in the curriculum [14].…”

“…Consequently, this forms a significant challenge and can be a suggestion for future research in light of the SDGs. Recent research of Castro-Calviño, Rodríguez-Medina, and López-Facal shows that designing and operationalising educational heritage content, with the aim of creating links between the school and the local community, is considered to be relevant [14].…”

“…For example, in Spain, research revealed that official curricula and textbooks for teachers deal with heritage in an unconnected manner [13]. This could render students to believe the study of heritage as something residual [14]. In Slovenia, attempts were made to examine the curricular connections between heritage education and fine art, after which they were put to the test in classroom practice in primary education [15].…”

Digital Technologies for Heritage Teaching: Trend Analysis in New Realities

“…Applied as a complement to virtual or augmented reality [38], [39] these technologies make it possible to reach all types of audiences and contribute to the preservation of geological [21], archaeological [40]- [42] and intangible [43] heritage, involving teachers in training and also young people in the design of collaborative platforms and materials for the support, safeguarding and revaluation of the significance of heritage [44]- [46]. E-learning and m-learning experiences supported by mobile applications and the use of active methodologies have shown a positive contribution to the teaching and appropriation of heritage in various scenarios [47], [48]. The majority of the studies seek to achieve a greater dissemination of heritage values and provide greater elements of interaction to the designed applications including novel techniques such as gamification [49], interactive maps [22] or reading QR codes [50] as dynamizers of the teaching and learning processes of heritage.…”

Perencanaan Pembelajaran Model Pendidikan Holistik Berbasis Karakter Program Semai Benih Bangsa

“…Kajian literatur lain membahas evaluasi pendidikan holistik yang menilai tingginya tingkat efisiensi dan efektivitasnya (Castro-Calviño et al, 2020). Kategori kedua membahas filosofi pendidikan holistik diantaranya menggunakan pendidikan humanis (Pavlovic et al, 2017), filosofi teacher non instrumentalism (Lovat, 2020), pendidikan inklusif (Klibthong, 2012) dan menekankan pada kemandirian anak (Dayan & Ziv, 2012).…”