Mar 12

ICT based evaluation methodology to assess the social impact of work-linked training

By dramblys blog | projects

Training is a key element to ensure the sustainable growth and competitiveness. From the last decades of the past century till today, public bodies and authorities have spent several resources on the promotion of work-linked training programmes. From the beginning of these activities, evaluation was an inherent nature of the training process. It was mandatory and required to know the quality of the training process as well as the results of the intervention.

There are different scopes to define while designing the training evaluation process. If we focus on the process of “dimension of evaluation” we can evaluate according to: process, outcome or impact. If we focus on evaluation’ goals, we can obtain a realistic feedback from final users about the “usefulness”. We can also define a process from “evaluation approach” or considering “the purpose of training”. So, we can use different models and methodologies to assess the evaluation activities, including its impact in the organisations.

However, all this approaches and methods have been developed to be used in a wide context, and it’s necessary to adapt them to specific scenarios. Considering this scenario, it’s necessary to provide a flexible, customizable and friendly methodology that help work-linked training providers to assess training activities considering not only the results and impact of the training in the persons, but the impact in the organisation itself and in its environment. Besides, companies needs a supporting tool that helps them to evaluate their training needs, labour market trends and the impact in economies of the resources spent on these. In brief, the new approach has to conciliate the interest of employees, employers and employment services, creating a new framework to support not only training promotion but the evolution of labour market and the competitiveness of companies and economic tissue.
Thus, this new approach should cover four main criteria to evaluate:

Quality: evaluate and assess the quality of training, that is, which characteristics of the training satisfy the needs of trainees (regarding contents, duration, trainers and facilities).
Efficacy/Performance: identify the results obtained during the training sessions and how these results fit in the needs of the labour market and companies.
Efficiency: assess the final results focusing on the economic and other resources engaged in the process.
Impact: assess the impact/effects of the training on both the employability of the trainees and the competitiveness of the companies.

ATWORK project, which has been financed by the ERASMUS+ programme and coordinated by Madrid Employment Agency, will develop a methodology to evaluate the social impact of the work-linked training programmes on persons, on companies and on socio-economic environment.

In order to support the main project goal, the project is aimed at achieving the following specific objectives:
SO1. Improve the environment of training evaluation through a new assessment tool;
SO2. Promote a suitable framework to promote work-linked training in Europe;
SO3. Provide with innovative method to manage work-linked training and assess its impacts on organisations and on society;
SO4. Improve the environment of companies through impact evaluation;
SO5. Contribute to develop the social dimension of training, adapting it to new requirements of sustainability.

ATWORK partnership is formed by six organisations form five members countries: Spain, Austria, Poland, Romania and United Kingdom.  The project will be implemented during the 24 months, starting in October 2017 and finishing in September 2019.

Nov 17

Bolsa de trabajo: Técnico de Proyectos de Innovación Social

By dramblys blog | projects

Abrimos una bolsa de trabajo para una futura incorporación en Dramblys para su sede de Albacete como técnico de proyectos de innovación social.
El puesto requiere el desarrollo de las siguientes tareas: 
– Diseño y redacción de memorias técnicas para la presentación de proyectos
– Realización de tareas de investigación social (cuestionarios, grupos de discusión, entrevistas, tratamiento de datos, análisis de fuentes secundarias etc.)
– Redacción de informes
– Elaboración de textos y materiales para la comunicación de proyectos
– Comunicación con colaboradores
– Asistencia y participación en reuniones de trabajo con colaboradores
– Esporádicamente: traducción inglés – español, español – inglés
Otras competencias requeridas: 
Trabajo en grupo, comunicación, asertividad, creatividad, conocimiento del medio
Perfil buscado: 
Grado y postgrado en Ciencias Sociales
Nivel B2 de inglés, gran parte de trabajo se realizaría en idioma inglés (se hará una prueba)
Dominio de ofimática (Microsoft Office, correo electrónico, bases de datos y programas de estadística aplicados a las ciencias sociales)
Se valorará: 
Experiencia en ejecución de proyectos de innovación social (enfoque social de la innovación y formación)
Experiencia previa en gestión administrativa y financiera de proyectos
Enviar curriculum con carta de presentación a: hasta el 20 de diciembre.
Sep 07

Conferencia Europea TRAIN THE GAP

By dramblys blog | projects

El 11 de Septiembre en Ciudad Real celebramos la conferencia europea para la presentación y análisis del proyecto Train the Gap.

Objetivos de la jornada:
– Presentación de los principales resultados del Proyecto.
– Analizar las competencias y aptitudes para potenciar a las mujeres rurales a través del emprendimiento.
– Presentar experiencias de emprendimiento desarrolladas por mujeres del medio rural.
- Propiciar el intercambio de experiencias y el debate sobre los obstáculos, ventajas y resultados en el proceso
de emprendimiento femenino en zonas rurales.
¡Os esperamos en Hotel Santa Cecilia, a partir de las 9.30!

Sep 06

The e-INVENTORY on Discrimination faced by Minorities in Europe

By dramblys blog | projects

The e-INVENTORY on Discrimination faced by Minorities in Europe is the result of a desk research carried out transnationally within the UK, Spain, Italy and Sweden under the Erasmus+ Strategic Partnership project We Are One – Altogether Better (Ref. 2016-1-UK01-KA204-24478) with the aim of creating awareness and sharing facts and figures related to discrimination acts, whilst mapping e-modules/curricula available across the EU related to the key themes. Available in English, Spanish, Swedish and Italian.

e-INVENTORY provides information about minority groups and Islamophobia defining the current state of the art in the four different countries involved in the research. It can also be adopted as a useful tool-kit by anyone currently working with minority groups or planning to in future. Available in English, Spanish, Swedish and Italian:

We Are One project aims to help minority and disadvantaged communities in participating more and lay a fuller role within the EU society, beginning from the training about ICT and communication skills. This will be done through a train the trainer process, transferring knowledge from the lead organization to NGO’s that are Minority led or serve minority/disadvantaged, therefore passing on the knowledge to the NGO’s target group at local level.




Aug 23

TRAIN THE GAP – European Learning Pathway on Rural Entrepreneurship

By dramblys blog | projects

In the last years, European and national institutions launched a number of different policies and programmes addressed to foster entrepreneurship and entrepreneurial mindset. In addition, we can find diverse measures promoted and implemented with different levels of success that deal with entrepreneurship from different approaches: training and learning, definition of skills and competences, mobility, fostering innovation and business creation etc.

TRAIN THE GAP project wants to complete the entrepreneurship promotion map, cooperating and collaborating with previous and current initiatives. The project aims to innovate and advance not only in entrepreneurship promotion, but in adult education and women empowerment as well.

As follows, TRAIN THE GAP project is aimed to defined an European Learning Pathway on Rural Entrepreneurship that improves entrepreneurial competences and skills, empowering women of rural areas. The European Learning Pathway defines learning areas, competences and skills of women rural entrepreneurs, as well as includes and reflects specific needs of rural women and so, specific needs and skills that they may be lacking.

TRAIN THE GAP is an attempt to empower women through capacity building, while enhancing the gender equality and contributing to the development of skills and competences. Within the framework of the project, entrepreneurship promotion is advocated as one of the main measures that can help to reduce gender gap and so, foster a sustainable and smart economic growth and social integration, increase the visibility of women in all areas of socio-economic life.

As a result, TRAIN THE GAP partnership referring to the European Learning Pathway has developed a TRAIN THE GAP course, which consists of 5 modules (Innovation and Creativity; Communication and Teamwork; Marketing (focus on consumer); Planning (including resources management and time management); Finance and Negotiation) and a Handbook, addressed to facilitators, teachers and trainers that work with women in rural areas.

TRAIN THE GAP course and the Handbook are being finalized and soon will be available for download at our website:

TRAIN THE GAP project has been financed by ERASMUS+ programme (Strategic Partnership for Adult Education, Ref. 2015-1-ES01-KA204-016117), and implemented by 5 partner organizations: AFAMMER (Spain – coordinador), Vytauto Didziojo Universitetas (Lithaunia), Folkuniversitet (Sweden), Mullingar Employment Action Group (Ireland) and Dramblys (Spain).

Aug 20

Looking for good practices

By dramblys blog | projects , Uncategorized

Anti-discrimination Pack 2.0 project partnership is collecting good practices, addressed to combat discrimination in social networks. These good practices and initiatives will be integrated in the Anti-discrimination Pack, that will be published in November 2017, providing a set of resources and tools to tackle online discrimination.
Are you are promoter or coordinator of an initiative or project that is addressed to fight online discrimination or working on any similar initiative that involves young people? Have you heard of or familiar with any related initiatives or projects? We would love to hear from you!! Please email us at:


Jul 25

Learning and Training for Social Entrepreneurship

By dramblys blog | projects

Within the framework of SETTLE project, from December 2015 to April 2016 in collaboration with project partners we have elaborated a report addressing training needs and policy recommendations for social entrepreneurship “Learning and Training for Social Entrepreneurship. European Approach”. As follows, we are sharing main conclusions and insights extracted.

Social enterprises and thus, social entrepreneurship are part of the growing ‘social economy’.  The social economy is a thriving and growing collection of organisations that fall in between the traditional private sector on the one hand, and the public sector on the other.  Sometimes referred to as the ‘third sector’, it includes voluntary and community organisations, foundations and associations of many types. Social enterprises stand out from the rest of the social economy as organisations that use trading activities to achieve their goals and financial self-sufficiency.  They are businesses that combine the entrepreneurial skills of the private sector with a strong social mission that is characteristic of the social economy as a whole.

Defining the status-quo of social enterprises in each of the countries in question is not an easy task, as national conventions and definitions are lacking. Even more so, this hinders international comparison in this field. The data sources often lack representative data, e.g. with regard to the structure of social enterprises. Having said this, there are initiatives in all countries to close this gap in order to make more in-depth research in the future. These ambitions alone show that the field of social entrepreneurship has gained significant importance in all of the countries in question.

While in all countries social entrepreneurship has been growing – especially the “new” approach to social challenges with an increasing number of small social enterprises, Belgium and Germany seem to have the longer tradition in established social enterprises. In contrast to that, Sweden and Denmark, both of the Scandinavian countries have seen mainly a recent boom. These differences in the starting point might stem from the different capitalism form, with the Scandinavian model in which social services is very closely linked to the state, even more so than in the continental countries.

The institutionalization and legal regulation of the social enterprises in the analysed countries highly depend on the tradition and status of social entrepreneurship, as well as on the existing institutional and socio-economic structures of the countries. In Lithuania, Latvia and Estonia social entrepreneurship is comparatively new and emerging phenomenon and it’s legal approval and institutionalization takes place in rather flexible and transient socio-economic and institutional structure of the post-communist countries.

As results of these different approaches, the ecosystems that support social entrepreneurship differs ones from others ones. So, we can identify “mature” ecosystems with a large tradition on support and promote social economy and social entrepreneurship and new ones that area starting. The differences are relevant regarding to two main concepts:

– Different actors participating in the social entrepreneurship ecosystems; and

– Collaboration frameworks and agreements.

In that way, countries as United Kingdom, Germany or Finland have developed strong and collaborative ecosystems involving different actors and contributing to create effective framework to provide with support to social entrepreneurs and enterprises to growth and be competitive in the environments. Other countries are learning form these experience and working in the creation of effective ecosystem to support social entrepreneurship.

Training is a key “actor” in social innovation ecosystem. Countries with broad experience in social entrepreneurship include training as a key pillar of these supporting frameworks and are active actors in the promotion of social entrepreneurship. However, training on social entrepreneurship is not present in the training offer of these actors, and it’s part of other formal training traditional activities provided.

We can find different experiences on training for social entrepreneurship. Some of them are part of a wider programme to promote entrepreneurial mindset. Others are included as a sole module in formal training for business management. A small number of them are focused on social entrepreneurship, but training is intended to explain more concepts about social entrepreneurship and social economy than to develop specific skills and competences that answer the needs of the social entrepreneurs.

From our analysis, we have detected that most of the social entrepreneurs are looking for a more practical training focused on skills and competences to manage a social enterprise. And most of them require specific training on managerial or strategic skills as marketing, finance or legal issues, more than on concepts related to social entrepreneurship and social economy. They know their working area, the “social” environment and goals. But, sometimes they need to develop (together to this social approach) other competences that would support them in the day-to-day.

– How can I finance my projects, products and services?

– How can I attract clients and open new markets?

– How can I define and design a strategy to improve my entrepreneurial environment?

Together with the above, it’s important to talk about the methodologies to train our target group. Because, existing methodologies represent another gap to train social entrepreneurs, or to be more precise, for learning to become a social entrepreneur. They prefer the non-formal or informal training to learn (collaborative learning, game based learning, peer to peer, learning by doing, etc.), more than traditional and unidirectional training methodologies.

According to social entrepreneurs experience they prefer to train using the opportunities of the ICT based learning that provide them with more personalised training and with the opportunity to collaborate with other social entrepreneurs and help to develop specific skills for better management. Methodologies based on mentoring and coaching are very effective in this area, always form collaborative approach of learning.

Case practices included in this report have been selected according to the new trends on social entrepreneurship. Even if all practices present specific characteristics, with regards to training methodology and topics, there are some relevant common elements that reinforce the previous commented issues: the effectiveness of mentoring and coaching methodologies and the existence of a strong collaboration and networking. Thus, in last years we are moving from formal programmes that support entrepreneurial process from a vertical approach to other horizontal initiatives. That is, from those training/learning programmes, a set of modules starting form a first concept on social entrepreneurship, advancing to other specific topics on management of an entrepreneurial model; to programmes designed to support social entrepreneurs focused on more specific subjects as business social plans and ethical sense.

More information about the project and full report can be dowloaded at:

Jul 16

¡Vamos a hacer feliz a nuestro planeta!

By dramblys blog | encuentros

29 participantes de 10 países y 1 idea en común, cómo ser más eco-friendly (amigable con el medio ambiente) en este mundo tan altamente industrializado.

¿Pero de donde puede venir el cambio? Obviamente de nosotros mismos, para así entender qué es lo que estamos haciendo mal.

¿Es el planeta suficientemente grande para ti?

Durante el curso realizado en Aiud (Rumanía) entre el 2 y el 8 de Julio, los participantes pudieron calcular su huella ecológica. Los resultados mostraron que, de media, necesitamos 2 planetas cómo en el que vivimos para seguir realizando las actividades que hacemos cada día. Es decir, vivimos por encima de las posibilidades de sostenibilidad del planeta.

¿Puede este planeta soportar todas nuestras necesidades y toda la generación de residuos que producimos?

Las conclusiones que pudimos sacar tanto del cálculo de nuestra huella ecológica, cómo del video: The Story of Stuff. La respuesta es NO.

Cómo parte de este proyecto, Dramblys y los demás participantes del curso “Reduce, reuse & recycle in Youth Projects” han podido aprender sobre el interminable círculo vicioso entre producción y consumo, realizaron debates sobre las posibilidades de escapar de esta trampa, analizamos con datos científicos, experimentamos eventos de aprendizaje eco-friendly y pudieron expresarse de forma creativa para reciclar parte de los residuos que producimos.

Este curso financiado por el programa ErasmusPlus, tenía cómo tema “Reducir, Reusar y Reciclar en proyectos juveniles” a estas tres Rs se puede sumar una cuarta R de Responsabilidad.

Cada uno de nosotros debería preguntarse si estamos preparados para enfrentarnos a la verdad sobre el impacto que se está produciendo en el medio ambiente. El cambio debe comenzar desde dentro, entonces ¿qué es lo próximo?

Nuestro consejo, ir a casa y empezar desde ahí, hacer todo lo posible para reducir el consumo y gasto de residuos, reusar todo lo que se pueda y reciclar todo aquello que es susceptible de serlo. Con eso, ya estaremos siendo un ejemplo del cambio, y así quizás cambiar el rumbo del planeta.

Escrito por: Polina Nitecka & Ana-Maria Andrioaie –

Traducido y editado por: Sergio García

Jun 23

Taller Anti-discrimination Pack 2.0

By dramblys blog | encuentros

Dramblys está promoviendo el proyecto Anti-Discrimination Pack 2.0 (financiado por el programa ERASMUS+, Juventud), que tiene como objetivo actualizar los recursos y herramientas para luchar contra la discriminación online diseñadas en el proyecto I:CUD (Internet: Creatively Unveiling Discrimination).

En un intento de revisar y actualizar la metodología creada, Anti-Discrimination Pack 2.0 continua con la idea del proyecto, actualizando las prácticas y actividades que refuercen la formación a los jóvenes para que se conviertan en miembros activos en las redes sociales para luchar contra la discriminación y el “hate speech” (el discurso del odio).

El 13 de Julio organizamos el taller para compartir con vosotros las actividades que hemos diseñado junto con otras seis organizaciones que trabajan en el ámbito de la juventud en España, Polonia, Reino Unido, Chipre y Alemania.

Taller abierto a los trabajadores y facilitadores de juventud, así como a todos los jóvenes interesados en aprender a poner en práctica la metodología del proyecto Anti-discrimination Pack 2.0 y aprender cómo podemos detectar situaciones de discriminación en las redes sociales y cómo actuar (de forma activa y creativa) ante ellas.

Para más información e inscripciones:

¡Os esperamos en el Centro Joven de Albacete! (C/Doctor Collado Piña 14, Albacete)


Jun 23


By dramblys blog | encuentros

El programa ERASMUS+ celebra su 30 aniversario, bajo el lema “enriqueciendo vidas y abriendo mentes”. En la próxima jornada “Ready for Future”, queremos presentarles las oportunidades que ofrece el programa de ERASMUS+ para jóvenes, ofreciendo la oportunidad de conocer y escuchar a los participantes que han participado en los programas de movilidad (KA1) a través de nuestra organización Dramblys.

Durante la jornada os vamos a presentar también los resultados del proyecto europeo “Ready for Future” y su plataforma para obtener nuevas competencias y ampliar los conocimientos en áreas como la interculturalidad, el emprendimeinto, y la sostenibilidad.

Para más información e inscripciones:

¡Os esperamos!