Evaluation
Written by HEPCOMThe evaluation process must be in line with the principles of the health-promoting school. This tool shows how this can differ from the approach used to evaluate public health initiatives. Methods to use to collect evaluation data is suggested.
School action planner
Written by HEPCOMThe School action planner is designed to assist you in the process of becoming a health promotion school, for example to describe your aims and actions and determine who will be responsible for what. In doing this, it helps you make the process go better, organise your communication and help you move forward effectively in your plan. It shows five phases of becoming and remaining a health promoting school.
Self-Evaluation Dynamic Model
Written by HEPCOMThis reflection model describes five steps in a self-evaluation process. It's a dynamic model that allows participants to learn from their experience and accordingly adjust plans and activities as they go along.
HEPS School Level Indicators
Written by HEPCOMThese School Level Indicators give an overview of aspects that need to be considered in planning, implementing, monitoring and evaluating a whole school policy on healthy eating and physicaln activity. They are designed to help schools when writing and fine tuning the components of their policy. They can help in monitoring and evaluating the policy's implementation.
SHE Online School Manual
Written by HEPCOMThe SHE online school manual is intended for school management, teachers and other school staff who are involved in the development of health promoting schools in the primary and secondary school setting. The manual is a step-by-step guide on how to become a health promoting school, presented in five, consecutive phases. For each phase, key concepts and actions are described to help you complete the necessary actions in that phase.
This is an inventory tool for schools and it presents a set of quality criteria for school programmes on healthy eating and physical activity. This tool gives guidance on how to develop a structured inventory of existing school based interventions on healthy eating and physical activity at national or regional level and can be used as evaluation as well.
Self Assessment Guide - Municipal Level
Written by HEPCOMThe questions in this self-evaluation tool are to be answered by staff at municipality level. It encompasses the following topics: (1) Policy, strategy and management; (2) Action planning; (3) Implementation; (4) Evaluation and communication. It contains questions related to the internal affairs of the local authority as well as questions related to external stakeholders.
The questions in this self-evaluation tool are to be answered by staff at pre-schools. Some of the questions need to be revised if the tool is used in other settings. The tool encompasses the following topics: (1) Policy, strategy and management; (2) Action planning; (3) Implementation; (4) Evaluation and communication.
Story/Dialogue Workshop
Written by HEPCOMThis empowerment evaluation methode can be used with children or adults and has two aims: (1) To evaluate health promoting activities and projects and through this create more generalized knowledge about practice; (2) To increase empowerment among the participants as a part of the process.
Gradient Evaluation Framework
Written by HEPCOMAn action-oriented policy tool that provides a framework for the evaluation of policy actions at each of the key stages of the policy cycle. It includes a set of principles, procedures and mechanisms that can be applied to 1) Public health policies that comprise of a complex mix of actions, 2) Specific health policy actions (e.g. nutrition programmes in schools), 3) Non-health policies that have a potential to impact on the social determinants of health inequalities (e.g. education, employment, and agriculture sectors). It presents a conceptual model to set the formulation, implementation, monitoring and evaluation of policies and their related actions.
The COISE Model
Written by HEPCOMThe COISE Model is a planning tool for children or adults with five elements: Context, Objectives, Initiatives, Signs and Evaluation. This document explains the model and presents a template for preparation of activity.
Process Mapping Tool
Written by HEPCOMThe process mapping tool helps a community to document and hold track of activities in a development and change process related to planning and implementation of activities.
This is an example of training material for professional practitioners in the field of early childhood education. Topics: Overweight, health, communication-strategic competences, a ressourcefocused approach to the child, evaluation as a basis for development.
This mapping tool pursues the objective to assess local/ regional health authority’s health competencies, such as analytic skills, planning, programming & evaluation, and skills in relation to the creation of local and/or regional partnerships. The document furthermore includes a report that covers the experience gathered through the development and pilot testing of the tool.
This survey is meant for students. It can be used to measure the impact of a project on student's ability and willingness to take action on the issues which they consider important.
Evaluation template for project managers
Written by HEPCOMThis evaluation template is an example of questions asked to teachers to report the development in a project.
Local Evaluation Kit
Written by HEPCOMThis evaluation toolkit assists local coordinators and other local actors in building portfolios for the local evaluation of a project. The resources are designed to gather data on the perceptions of participants and the outcomes of project activities.
Self-evaluation: Outcome and process
Written by HEPCOMThis tool helps pupils, with the help of the teacher, to investigate their ideas, want they want to do and how.
The IVAC Approach
Written by HEPCOMThe Investigation-Vision-Action-Change (IVAC) model provides a framework for the development of healthpromoting strategies that ensure that the insight and knowledge that pupils acquire during the project is action-orientated and interdisciplinary and, therefore, conducive to the development of action competence.