Grundlagen eines Wirkungsmodells zur Zusammenarbeit der Schweiz mit dem Europäischen Fremdsprachenzentrum des Europarates (EFSZ)

Kuster, W. (2019). Foundations of an impact model for cooperation between Switzerland and the European Centre for Modern Languages of the Council of Europe (ECML) . Project report for the attention of the management of the ECML and the Swiss representatives. Executive summary Switzerland is a founding member of the European Centre for Modern Languages of the Council of Europe (ECML) and maintains a in committed cooperation with the member states and the Centre for Modern Languages (Council of Europe, 1994). The General Secretariat of the Swiss Conference of Cantonal Ministers of Education (EDK) and the direction of the ECML are interested in gaining a better understanding of how this cooperation works. To this end, an impact model was developed within the framework of a research semester, which uses Switzerland as an example to illustrate the cooperation between the member states in the ECML and the impact of this cooperation on the Swiss system, the Centre's activities and other member states. For the development of the model, the impact objectives of this cooperation were clarified on the basis of the ob- jectives of the ECML, the Council of Europe and Switzerland, and model-relevant structures and processes were described: arrangement of authorities and structures, implementation activities, actors and processes as well as the importance of the specific contexts of the member states. Subsequently, the input, activities, output, outcomes and impact of the cooperation were specified and the individual elements were combined to form a coherent model. In the report, two versions of a logical model that perform different functions are proposed: A partial model of the cooperation that maps the concrete outputs and outcomes in detail. Although this micro- perspective facilitates the development of impact hypotheses and indicators, it does not allow for the complex and non-linear nature of the cooperation between the member states in the ECML to be illustrated. A more comprehensive presentation, which more precisely maps the impact relationships and the expectations that the actors associate with the cooperation with the ECML. An essential difference to the partial model is the mapping of formal and informal reciprocal learning from international cooperation as well as from cooperation within the internal structures of the ECML as a central process. The model shows presumed impact relationships between structures, processes and intended impacts of cooper- ation and contributes to clarifying the impact goals, actors, structures and processes. It can serve as a tool for steering and optimising cooperation with the ECML and the member states, as well as the implemented structures and processes, and thus effectively support the further development of language teaching practice in the member states. It also provides a basis for scientific impact evaluations and for communication with the public and authori- ties. When considering the two models, however, it becomes clear that there are gaps in the impact logic of the cooperation. For the construction of a consistent impact chain between the activities of the ECML and the expected impact, connectors are missing. In the report, various measures to increase coherence are proposed. The model elements are geared to the Swiss context but can be transferred to other member states taking into account their specific contexts. To this end, the impact model could be further developed in cooperation with inter- ested member states and specified for various national contexts, for example through case studies which would serve to validate and further develop the model. Further perspectives lie in the joint development and validation of impact hypotheses or indicators to evaluate the achievement of objectives in the contexts of the participating mem- ber states. The model was developed in close cooperation with the direction of the ECML and the Swiss representatives. The study complies with the standards of the Swiss Evaluation Society (SEVAL).