FINAL EVALUATION OF THE HAMMER PROJECT · - Written questionnaires sent to the trainers - On-line questionnaires implemented with Sphinx software (Before the mobility, at the end

Final evaluation report Hammer project

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FINAL EVALUATION

OF THE HAMMER PROJECT

- September 2016 -

Evaluators: Mrs Françoise Héraut & Hélène Coche

AgroSup Dijon - Eduter

26, Bd dr Petitjean

21079 Dijon cedex

Mails :

[email protected]

[email protected]


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TABLE OF CONTENTS

- Results that are almost totally in accordance to what had been initially

planned, an excellent involvement of the partners. p.4

- Very good results. p.7

- Impacts p.10

- Conclusion: p.11

- Main issues p. 13

LIST OF ANNEXES

Annex 1: Questionnaire managers and trainers. p.15

Annex 2: Positioning. p.19

Annex 3: Post mobility. p.24

Annex 4: Satisfaction. p.28

Annex 5: Assessment plan. p.32


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The HAMMER project is realized in the framework of a “Strategic partnerships addressing more

than one field” of ERASMUS + KA2.

Decisions related to forest management can have long-term, sometimes irreversible impacts on

logging. Today it is essential to be able to get the tools and knowledge necessary to improve these

decisions in order to preserve the resources and think about their exploitation in a sustainable

way.

The goal of HAMMER (standing for Harvesting with Marteloscope Methodology in a European

Ring) Project is to build a platform of digitized marteloscopes for learners and professionals

of the forestry sector in order to simulate the cutting decisions and foresee the consequences on

the plot through different aspects: economical, ecological, risks ….

Together with the EPLEFPA of Bazas and the FCBA Technological Institute, both located in France,

two Spanish forestry schools in Galicia (Antioquia and Sergude), the University of Tampere in

Finland, the Vocational Forestry School of Ormea Baruffi in Italy and the training

organization Forêt Wallonne in Belgium are involved in the project.

Introduction

The CFPPA of Bazas, coordinating the Hammer project, decided to assign the evaluation to an

external provider, Eduter ingénierie, with Mrs Françoise Héraut coordinating the evaluation team.

The evaluation addresses the activities, results and impacts of the project.

The method combines quantitative aspects (through the analysis of quantified data) and

qualitative aspects obtained through interviews with actors and beneficiaries of the project.

The data collection took place during the 2 years in the following manner:

- Phone conversation with the coordinator every 2/3 months (after receiving the follow-up

documents such as minutes of meetings).

- Physical meetings with managers and trainers during KOM (analysis of motivations), and at

final meeting

- Meeting with trainers and trainees participating to the mobility action (10 learners from 5

countries and 4 French trainers).

- Written questionnaires sent to the trainers

- On-line questionnaires implemented with Sphinx software (Before the mobility, at the end

of the week, after the mobility)

The data analysis was done by a multi-disciplinary team within AgroSup Eduter.

The evaluation method has been designed before the project was launched.

The evaluation process is aiming at:

• Making sure that the project is responsibly managed and takes place in an adequate way

• Providing an on-going monitoring and feedback of the project activities

• Making sure the project keeps making sense

• Asking the right questions


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Evaluative questions are:

• Did you do what you said (intellectual outputs)? If not, why?

• How many trainers (or teachers) and trainees did you involve? Was it interesting to do it?

What did they learn doing it?

• What does the project allow? (trainees, trainers, organization), any needs to further

developments?

• Does the “digitized marteloscope” improve training? After the project, will trainers use

marteloscope? Is forestry education improved?

• Can the virtual marteloscope be updated?

• Does the project develop links with professional partners?

• How many other forestry vocational centers did you share this project with? How many

other forests? How many other countries?

The report framework is as follow:

- Results that are almost totally in accordance to what had been initially planned, an

excellent involvement of the partners;

- Very good results;

- First impact;

- Conclusion: elements to be transferred to other projects.

An evaluation plan had been submitted by the coordinator at submission stage, it is the main

support of the evaluation and can be consulted in annex 5.

Results that are almost totally in accordance to what had been initially planned, an

excellent involvement of the partners

Did the partners produce the expected intellectual outputs? If not, why?

August 2014: The 7 partners of the Hammer project are informed their project has been accepted

by the agency. Among them, 3 know what a marteloscope is, 1 had already made one.

June 2015: The main expected outputs at mid-term (a digitized marteloscope in each country and

an operating manual for the trainers who do not participate in the project).

The digitized marteloscopes have been realized and the operating manual is almost finished.

(Version N°9).

August 2016 : 9 marteloscopes, 9 guides, 1 guideline, 1 document for professionnals

If we refer to the Gantt diagram provided with the submission form, we can see that almost all the

planned activities and all the intellectual productions have been carried out.

6 digitized marteloscopes were expected, 9 have finally been produced: the Belgian partner, who

was already experienced in the production of non-digitized marteloscopes produced 3 digitized

marteloscopes: “Even though our forestry territory is a small one, we have a great variety of mixed

stand and forestry natural sites”.


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The Bazas CFPPA produced 2 marteloscopes: one has a great pedagogical interest as it is a

hardwood forest with many species, the other is a maritime pine forest which represents the

dominating economic model.

Almost all Intellectual Outputs have been produced.

How can we explain such satisfying results?

Reliability and involvement of the partners

A questionnaire has been sent to each manager and to each trainer (cf. annex 1) at the beginning

of the project. It showed that the managers were strongly interested in the project, they had well

understood the subject matter and decided to give it the necessary priority.

It is also worthwhile noticing that most of the partners were experienced in European

cooperation.

As a conclusion, it is possible to say that the partnership has been well selected by the

coordinator.

A questionnaire sent to the trainers at the beginning of the project shows that the right persons

are participating to the project (comprehension of work, involvement in forestry management).

The outputs of the project are what they expected.

An efficient management (just on time)

The coordinator informs and keeps in touch with the partners and the provider in charge of the

implementation of the application and is staying the course with sobriety and efficiency.

“The fact of collaborating with external

organizations will bring the possibility of a

greater contact with the real world of work,

both for the educational centers and for the

students themselves”.

A manager

“I think that if we can do all the things that we

planned, then we can create a very useful tool for

students and professionals in the sector”.

A trainer


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It is also worth remarking that the project coordinator is fluent both in English and Spanish which

proved extremely useful for communication within the partnership.

Competent partners participate regularly

The analysis of the participation to the work meetings of the managers or trainers reveals the

systematic participation of all the partners, the existence of a stable “hardcore” which guarantees

the project continuity and the presence of new persons who come to get information of the

project, a pledge for future dissemination. At the end of the project, new persons started working

on the project, they reinforced the partners that were present since the beginning of the project

and brought new competences which were very useful for dissemination.

One intellectual production is missing. Why?

Redaction of scientific articles had been planned in the submission. Looking back, one wonders if

this activity was relevant as the project is not exactly a research project even though some

technical and pedagogical innovations have been implemented. Moreover, scientific articles would

not add anything to the dissemination of results as marteloscope users (and targets of the

projects) are professionals, learners and teachers/ trainers in forestry managements.

However the publication of an article is still predicted by the coordonnator, in the journal Forêt

Nature in December 2016.

Photo below : Some productions


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Very good results

9 digitized marteloscopes, used by trainees in 5 countries

Construction of a computer platform of digitized marteloscopes, named HAMMER was achieved in

April; trainees and trainers used it at the end of the mobility week.

Training reference document about marteloscope methodology

This document is finished, it is useful for any trainer (not involved in the project) who would like to

create e new marteloscope with the Hammer framework.

Trainers were involved in the production of the training reference document

In the initial evaluation method, at least 5 trainers were supposed to participate into the

production of the Hammer marteloscope method.

Finally, more than 12 trainers and 6 managers cooperated for the production of this reference

document, through their participation into transnational meetings and supervision of the mobility

week.

The methodology book of reference for the training of professionals has been

produced.

At submission stage, the production of this book of references had been imagined with inputs of

all the partners: 2 partners only were finally involved by the production of a book of references

which is dedicated to the training of professionals on the theme of clearings in a maritime pines

forest.

A web site in 5 different languages,

Active since November 2014: http://www.hammer-project.eu/


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The project can easily be found by typing in Google “find digitized marteloscopes”, but not by

typing “blazing simulator”.

The website provides access to the outputs of the project and to the application.

The homepage does not explain clearly enough that a person external to the project can create a

marteloscope thanks to the online application and the guide book and can use the 9

marteloscopes created with a group thanks to the guide books produced for each marteloscopes.

Yet, this information is given during the dissemination meetings.

Communication tools have been realised and disseminated during meetings and also on the

website (posters, slide show). The quality of the poster that was presented in Forexpo (a fair in

Mimizan, France, for foresters from southern Europe in June 2016) was excellent (esthetically and

from a content point of view) and so was the presentation (with downloadable slides). Both

posters and slide show help teachers/trainers to understand what they can do with digitized

marteloscopes in class.

Successful mobility activities

96 trainees took part into mobility activities. On-line surveys were sent, before mobility (64

answers), at the end of the week (satisfaction questionnaire, 26 answers) and after mobility (2 to 4

weeks after, about profits, 33 answers). Complete results can be consulted in annex N°2, 3 and 4.

Main conclusions (before mobility)

• Deciding to go abroad was easy

• Most had already travelled in Europe, but had never taken part into a European mobility

• Rather good level in forest management (7/10)

Satisfaction at the end of the mobility

• Great satisfaction: the satisfaction rate, which was already high, has increased in 2016.

Suggestions for improvement of the mobility were taken into account.

• “replay this experience”

• “I’m overall happy” “everything was nice”

• “I didn’t know they would be so young, but I’m very happy from this meeting. I’m

reassured about forests’ future, because young people are really involved”

• “Everybody is involved; I never thought it would be possible to do so much work together”

Main conclusions at the end of the cursus

• Participants recommend the experience

• Many personal and professional profits

• Level in forestry management increases a little bit (from 7 to 8 on a scale from 1 to 10)

• Level in harvesting with marteloscope methodology increases (6 to 8), more in year 2 than

in year 1.

Explanations

Mobility is successful because participants have a real job to do (measure trees and digitize data

about trees). They arrived on Sunday night and on Monday morning they were in the forest. They

needed to cooperate in order to digitize the marteloscope.


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Moreover, participants have different ages; from 18 to 48! At the beginning, they were a bit

surprised but at the end, everyone thought it was a marvelous idea. Some had a lot of experience,

others, not.

Participants declared a lot of professional profits.

See below some examples of answers taken from the questionnaires.

Personnal profits

A great personal experience : meet people, practice languages

Discovery of a country, its culture, inhabitants, meeting people from other countries. Personally, I

have had the chance to meet new people and to see new landscapes and cities

Professionnal profits

Only some extracts are quoted here, they show that beyond the discovery of different work

environments, some of the participants are able to identify different forestry management

principles adapted to different contexts.

Going deeper into GPS knowledge

Discovery of other forests, other working techniques

Meeting professionals of other countries

Concerning the professional profit, travelling to Finland I've had the chance to know different ways

of dendrometric surveys and to see how they manage their forests. Moreover, even in my country

I've improved my knowledges about survey methodology in Italy.

I learned that the working methods are the same no matter where you are. Only the use of timber

and certain practices are different.

Results of dissemination activities

In the submission form, dissemination activities are categorized in a certain way which does not

completely fit with what has been done: in practice a professional fair is the best way to gather

together professional training centers and professionals.

Regarding results, what is important is that trainers and professionals are informed:


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-That they can create a digitized marteloscope with the application that has been developed in

Hammer and that a guide book is available;

-That they can use the digitized marteloscopes produced in the framework of the Hammer project.

These information have been widely shares, and not only in the partners’ countries, thanks to the

presentations in professional fairs, or during the International conference of forestry training

centers.

On an international plan, the main event that contributed to the information of the forestry

trainers is the International Conference on forestry training centers which was held in Solsona

(Spain) from June 27 to 29 2016 with 90 participants.

At national, regional or internal levels, each participant has organized event with the following

results declared:

internal 1 (10 p.) 2 4 (80 p.) 1 (6 p.) 1 (13 p.) 1 (nc)

external 1 to come

Forestry

conference

Boster

(September

16 to 18,

2016) in

Susa

(Torino,

Italy)

1

Galiforest

(20 p.)

1

Agroecology

conference

Vigo

(80 p.)

1 to

come

presentation

to the

National

Agency of

Forestry

(Luxemburg,

septembre

2016)

3

Forexpo

(21 p.)

General

assembly

of French

forestry

centers

(20 p.)

Eduforest

Solsona

(90 p.)

1

Forexpo

(21 p.)

The presentation during the International conference of forestry training centers is particularly

relevant. A link has been established with another project with the same purpose: Creation of

digitized marteloscope. This project did not exist when Hammer was started.


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First impacts

Is it possible to produce a digitized marteloscope with the developed application in any

European project?

The answer is yes. It wasn’t a certitude at the beginning of the project. The methods for measuring

the volume of trees are different, it was necessary to be able to adapt the application depending

on the types of forests and usages of forestry management.

The professionalism of the coordinator and reactions of the partners have made possible these

adaptations to very different forestry systems.

Which uses with the trainees, When? How?

The questionnaire sent to the training centers managers shows a rather important usage of the

digitized marteloscopes (about 508 trainees), this goes beyond the trainers involved in the project.

Number of teachers

that have been

trained

(Apart from those

involved in the

project)

16

0 because

all the

teachers

are

involved

7

All the

teachers were

already using

marteloscopes

3

13 , 2 of

them from

the

Bordeaux

Sciences

Agro

University

39

Number of teachers

using marteloscopes

since May 2015

4 5 12 3 5

25

Number of learners

groups having used

the marteloscopes

since May 2015

5 (76

students)

4 (60) 4 (60) 20 (80)

4 (2 not

being part of

the Hammer

project

(50 students

5, 1 group

from the

Bordeaux

Sciences Agro

University (62)

388

The Belgian partner, Forêt Wallone, who already used marteloscopes with groups of professionals

at the beginning of the project is still the main user. The Italian trainers, though far from the

marteloscope, used it a lot, several times, with the same classes, with different and

complementary objectives. All the trainers from Sergude (Spain) used several times the

marteloscope.


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What are the advantages described by the users (Source: survey)

- Different hammerings can be made in terms of methodology and objectives and results

are easily comparable for the same plot.

- It is a good method to learn the subtleties of clearings and the principle of hammering, 2

notions that must be mastered in forestry.

- Imply the students in their project and teach them how to use different tools: (GPS,

Vertex, Clinometre) and make them aware of field work (organization, security….)

- Take into account all the aspects of forestry management (ecology, economy, forestry,

forest mensuration)

- Calculation of volumes, prices…

- Allows the follow-up of students (verify the acquisition of competences….)

- Link with professionals

- Provides concrete examples

- Comparison of hammering in different groups

- Can be used as a support for the discussion on results

- The marteloscope is now a “common object for all, within the school”

- “The project has a good social inclusion, It allowed the development of local partnerships”

- “We were experienced in the marteloscope technique, we shared our experience: New

things can be sources of inspiration”.

- “Students have been able to learn things about setting up a marteloscope, using it and

learn from the results. For example in setting up a marteloscope the students have had to

know how to measure trees, how to analyse the quality of the trees and how to use gps

information.”

Main obstacles

In some plots, the internet access is too limited to use the online application. Input and

visualization of results must be done in class. In this case, the Belgian partner uses an Excel

application so that the results can be discussed in front of the trees.

The Finnish partner is the only one who says “the digital application has also been used, but in

order to be fully usable, it should be developed more”.

Diversity of pedagogical usages

A discussion with a trainer from each institution demonstrated the great variety of pedagogical

usages: Some use the marteloscope to train on management decisions, to compare the results and

the objectives, compare different choices. Others use the marteloscope for trainings on how to

perform an initial inventory, recognition of species. One of the partners used the marteloscope for

an exam.

Some chosen extracts:

- “Competition between learners is interesting, they compare each other”

- “After the comparison, it is possible to go back on rules and theoretical concepts”

- “The marteloscope increase interactions between learners”

- “Even if the clearing is not good, that’s not important, what is interesting for me,is that

they understood the principle of tree marking”

- “Having the initial inventory of the plot is very handy”

Impact for trainersTrainers

The impact for the trainers is very important:

- Discovery of other forests


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- Discovery of forestry methods

- “We see our forestry “reality” differently”

Impact for trainees

After the mobility week, all the participants (97%) felt like discovering new forests and 100% other

countries.

Impact for professionnals

A training session for professionals in France is planned in October 2016. 20 training sessions for

professionals in France were realized by Forêt Wallone in Belgium.

Main issues

Thanks to the Hammer project, digitized marteloscopes have been produced and made available

for different European forest types, an application allowing the digitization of any forestry plot for

forest management purpose has been developed.

It’s an important and successful step towards the production of digitized marteloscopes. This

technology did not exist at the beginning of the project. The screen or paper rendering is

attractive.

In the coming years, an evolution on tablets will be necessary. Maybe even in the tree felling

simulators. But, as a partner says “Hammer has allowed a first fundamental step in the digitization

of marteloscopes”. Another evolution would be the integration of trees growth models: contacts

have been made with researchers in order to facilitate the updating of the marteloscopes.

Ambitious results have been achieved thanks to the partners’ and coordinator’s professionalism

and their mastership of collaborative projects.

At an educational level, these are the elements that could be transferable to other European

projects:

- Interest of pedagogical tools: the learners are put in a situation where they have to make

decisions (choose the trees to cut), this increases the development of professional

competences.

- Mobilities : Small mixed groups (2 participants from each country), ages from 18 to 48,

pupils, students, professionals, with a real professional challenge during the week

(important outputs to be delivered by the group which reinforced the cooperation within

the group and improved the language acquisition).


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ANNEX 1 Questionnaire Managers (beginning of the Hammer

project)

Ruben Garrido / Directeur ANTIOQUIA / SPAIN

1-How did you decide to take part to this project ?

We can improve the quality of vocational education by exchanging different experiences and

different forestry working methods between the different schools and organizations in order to

select the best from each partner. The fact of collaborating with external organizations will bring

the possibility of a greater contact with the real world of work, both for the educational centres

and for the students themselves.

For the students the chance to participate in a European project is useful in many ways. They will

get to know other European countries and cultures, their knowledge of languages will be better

and their willingness to use languages, too. Because of positive experiences the students want to

have on the job learning periods abroad.

For teachers the partnership offers possibilities to get to know different kinds of school systems,

different regions and cultures and to be able to use foreign languages. Their professional and

pedagogical skills will get better and they will see different ways of working and solving problems.

The schools get permanent cooperation relationships with other countries. These relationships can

be used in other projects such as on the job learning etc. Teachers who have got new ideas and

innovations are more capable of developing the school.

2-At the beginning of the project, how is your organisation involved in european

partnerships ?

Our school has participated in several European Programs from 2000. All the schools and

organizations have to commit themselves to the common project. All the partners have their own

clear role. All have to work according to the common rules because otherwise we cannot achieve

our aims. The roles will be professional so that every partner will deal with a specific form of a part

of the project.

3-Which effects do you expect? How will you have an idea of them ?

Professionally we all get benefits from European cooperation. The theme of our project is how to

improve a educational tool used to demonstrate numerous aspects of silvicultural activities, to

make people aware of the importance of forest and how to develop a forestry management. Every

partner country has a special know how which the others do not have. Through this project we can

all share each other’s knowledge.

Ari VANAMO / Manager Université Tampéré Finlance


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How did you decide to take part to this project ?

Bazas contacted us with the preliminary idea and we discussed it inside our degree programme

(Forestry). We found the idea very good because we had done something similar in another

project earlier. We had also experience of an Erasmus IP course (coordinated by Bazas) and had

good experiences of it.

At the beginning of the project, how is your organisation involved in european

partnerships ?

Tampere University of Applied Sciences has a lot of agreements with European universities and

institutes. Forestry degree programme has also several exchange contacts.

Which effects do you expect ? How will you have an idea of them ?

We expect a marteloscope platform which can be used in our students studies. We also expect

good co-operation with the partners and good exchange periods for the students. The

marteloscope is usable when it has all the required properties. Co-operation and student exchange

can be evaluated by feedback questionnaires and so on.

Gabriella PESCHE /ORMEA ITALIE

How did you decide to take part to this project ?

For a long time our school has been open to the world of work and to international partnerships;

applying to this project represents a good opportunity for our students to get in touch with other

European environments, in this way gaining the necessary experiences for their future jobs.

2-At the beginning of the project, how is your organisation involved in European

partnerships ?

Our school had and has, at present, a leadership role in European mobility projects for students.

The project Forest4life is carried out in cooperation with the other three Italian schools of forestry.

3-Which effects do you expect? How will you have an idea of them ?

The implementation of the educational tool of the marteloscope along with the data collection

and the exchange with professionals or teachers will give students the possibility of putting into

practice what they learnt at school, with an open mind towards future jobs.

To know the different territories and several methods of forestry management is a fundamental

possibility of improvement both for students and teachers; in this way it will be possible to

understand and optimise the territory and to learn how to face its problems. These aspects can be

highlighted comparing situations very different from ours.

International projects like this one favour the communication in English, emphasizing the

importance and the value of speaking, at least, a foreign language to facilitate the intercultural

exchange.


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Annex 1, Questionnaire trainers (beginning of the Hammer project)

Did you decide yourself to take part in this project ? How ?

Luis Maire:

Yes. Because CFPPA Philip asked us to be a partner and then, we wrote a part of the project

application form in order to incorporate professional use from martelloscope.

Eva Sundström

Yes, I decided after the head of the???? Program told me that this kind of project is applied, and

we are their partner of it. He recommends me to be involved in the project because my field of

expertise could be useful in the project.

Javier:

The tool proposed in the project seems to be very interesting and it will be possible to use it in the

future in forestery training + mobility of trainers. I knew the project through the school of Bazas,

the project looked interesting, I talked about it with the decision makers and they validated it.

Philippe Jego

I did not decide to participate. I started the project. I started the project. I wanted to make a

Europea project so I was looking for a topic that could be interesting for usz (the team of my

school) and for the other future partners. Si I found the opportunity to work in this particular

project (marteloscope) and I proposed the topic to the CFPPA of Bazas and we realized that we

shared the same interested in it. After that, I proposed the opportunity of work in this future

project between the potential partners (from my personal network and the school network).

Sébastien Petit

Yes, I decided to participate after having discussed with the team. I participate into this meeting in

the name of all.

Gianni:

We have decided with my school and I candidate because I thought it would be an interesting

experience and also for the students to acquire broader experience. Philippe contacted my

manager.

Carmen:

Because my boss thought I could be the right person, I did not decide myself.

Valle Cara:

My boss proposed me and I agreed because I’m always interested in participating into a European

project (exchange).

Have you already been involved in a European partnership ?

-Yes, I have already done a European project partnership by organizing an international

conference for forest ingenieurs. It was 10 years ago.

-Yes, I have been involved in an Erasmus project havind a topic about how to meet the challenges

different stakeholders have towards forestry. Students were involved in this project.

-Yes, through the organization of practical students’ internship periods in other countries, France.

-I have been participating in European programs, above all in intensive Leonardo programs. The

university of Tamper was a partner in that intensive program and is also a partner now in this

project. We also host students of other countries to do practice and find out the work we do in

Bazas as a vocational school of forestry and agriculture.


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-Not myself, but my institution has already participated into several European Projects.

-The school yes, but not myself.

-I was involved I a Leonardo project (France, Finland, Spain) in 2011.

-Yes, I have participated in a Grundtvig project in 2012/2013)

What do you expect in the project ?

-I would like to improve the learning of professionals by incorporating data in harverster

simulators and by creating maybe a specific certification for drivers.

-I expect to get my knowledge about forest in partners’ countries and how to treat them. I want

to apply SIG and forest measurments.

-Have relations with other schools in Europe, know other realities in Europe in order to get good

practices. Make the digital marteloscope and integrate it into our curricula, propose mobilities so

that the students get to know something else. The evaluation will demonstrate the effects of the

project.

-Can do all the things in this project, I think that if we can do all things that we planned we can

create a very useful tool for students and professionals in the sector. (Javier)

-The evaluation gives the opportunity of have an idea if the goals are reached. (Philippe)

-I hope to discover new forests and new ways of managing them. Also to discover new jobs and

better know them, and other forest professionals.

-Find a new methodology for didactic and professional life (forest managers).

-I expect to learn about marteloscope methodology and to build and contribute to create a

common project with the partners.

-I expect to create links between the different vocational training centers and at the same time

learn about the professional uses of the “marteloscope”.

Do you already train « marteloscope » ? How ? Is it an important skill ?

-No, but I have been a trainee in a martelloscope during my studies. It is an important skill that we

need to develop and to update especially before a harvesting season.

-Yes, we have had a forest sample plot, all the stems are identified in a stand, with measurments

of diameters and height of each tree. The data was saved in Excell, then the volumeof the stems

was calculated. The students went to the sample plot, defined the removed trees, the result was

put in an excel file, so the students could see the result of their thinning (?) (stems and volumes).

-Pas de réponse (Javier)

-The effects that I expect are to improve and increase the relationship with other countries (mine

and of the school).

-Yes, regularly, with the regional forest agents and in particular for the management of irregular

forest.

-No, I have only seen pictures of a work done in Tuscany.

-No, I have never trained. I don’t know how it is working but it can be interesting for a forestry

management. Also it is important as an educational tool.

-No, this is my first experience with a marteloscope.


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Annex 2, positionnement

2016


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Country of origin :

Response rate: 50.4%

Nbr

Belgium 10

Finland 9

Italy 14

Spain 18

French 11

Total 62


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Annex 3, post mobility

2016


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What is your main professional profit ?


approffondissement des connaissances du GPS

compétence renforcées en martelage

Concerning the professional profit, travelling to Finland I've had the chance to know different ways of dendrometric surveys and to

see how they manage their forests. Moreover, even in my country I've improved my knowledges about survey methodology in

Italy.

Connaissance de professionnels etrangers et nouvelles techniques de travail

découverte autres forêts, autres techniques. remise en question de nos méthodes (marteloscope, travail en forêt)

Découverte d'autres régions, sylvicultures, méthode de travail et de nouvelles problématiques amenant à une remise en question.

Découverte d'un contexte et de pratiques forestières différentes.

Découvrir d'autres forets et d'autres modes de gestion

Découvrir d'autres forets et une sylviculture différente, améliorer son niveau de martelage.

Forestry learning.

from the professional point of view I have learned new skills and ways of working

Getting know what forestry is like in other countries.

I have learned different ways of work, how to use some forestry tools.

I have learned new techniques and methods as regards the work and the management of the forest

I learned new techniques to wprk and I could compare the technical italian with foreign ones.

I learned that the working methods are the same no matter where you are. Only the use of timber and certain practices are

different.

in my opinion, the english lenguage is more easier than the beginning

It was nice to meet forestry people from different countries and listen about forestry in their country.

langue

learn about new methodologies and forestry sharpening knowledge of english

...

Total


Page | 25


Page | 26

Country of origin :


Nbr

Belgium 5

Finland 6

Italy 9

Spain 3

France 10

Other 0

Total 33


Page | 27

Annex 4 , Satisfaction

2016


Page | 28


Page | 29

Country of origin :


Nbr

Belgium 5

Finland 2

Italy 10

Spain 3

France 6

Other 0

Total 26


Page | 30

Annex 5 : Assessment plan of the HAMMER project at a glance

The objectives and the targeted values will be determined and approved during the project launching meeting

Productions Results, targeted indicators and values

Impacts

Making of a management guide

End of the work on the management guide Partners involved (number and rate of partners)

� Adoption by the partners of a working methodology in an international context

100%

☺

Making of a list of specifications/requirements for the tools set up by the partners involved in the project

End of the work on the list of specifications/requirements Partners involved (number and rate of partners)

100%

☺

Assessment report

Partners involved, drawing conclusions on a European project (number and rate of partners)

100%

☺

Making of the methodology frame of reference of the tree marking tool HAMMER

End of the work on the methodology frame of reference Number of trainers involved Number of learners involved

☺ 12 trainers

+ 6 managers 96 trainees

Adaptation and adoption of the contents by the partners depending on their needs Setting up of a training session on the use of the tree marking tools in each country

100%

☺

Making of the methodology frame of reference on how to use the tree marking tool HAMMER for the

End of the work on the methodology frame of reference for the professionals

Training sessions for professionals are set up or about to be set up


Page | 31

training of professionals

Number of trainers involved Number of professionals involved

Making of a website

End of work on the website Number of communication languages available on the site

☺ 5 languages

The website can be visited from countries other than the partners' The website is contributory

☺

Setting up communication tools and promoting the project

Making of a leaflet Making of a poster Publication of an article in French Publication of an article in English

☺

The HAMMER project is known in - partnership countries - countries other than the

partners'

9 countries more

☺

Learners' mobilities for training sessions

Number of mobilities realised Satisfaction rate after the mobility

96 100%

☺

Number/rate of persons willing to continue on an international experience : studying abroad, working abroad...

100%

☺

Final account day

Number of participants Number of professionals present Numbers of foreigners present

☺

Example of adaptation and transfer of the HAMMER tool to foreign countries

☺ 9 different

marteloscopes Information directed to the forestry training systems of each partner

Number of trainers and teachers concerned

☺

Example of adaptation and transfer of the HAMMER tool to other forestry training systems

☺ 9 different

marteloscopes

Documents

FINAL EVALUATION OF THE HAMMER PROJECT · - Written questionnaires sent to the trainers - On-line questionnaires implemented with Sphinx software (Before the mobility, at the end