Medellín Mayor’s Office

Programs of Security and Pacific Coexistence

Impact Evaluation in Medellín
- Sports Schools
-Music Schools and Music Bands
-Training for Employment

Medellín, September 14, 2005

 Agenda

2. What was the purpose of the consultancy?

3. Who worked on this project?
4. What programs were assessed?
5. Where?
6. Participants’ profile
7. How was the evaluation made?
8. What was evaluated?
9. From where these characteristics came?
10. What were the findings?
11. Conclusions and recommendations
 ?
What was the
¿purpose
of the
consu ltancy
To assess the impact of Sports Schools, Music
Schools and Music Bands, and Training for
employment, in order to measure:

The Strengthening of pacific behaviors

Changes in violent attitudes and conducts
Achievement of other results
¿ ?
Who worked
on this
proje ct
• Direction Francisco Yepes, PhD Public
Health studies;
• Marcos Vera, methodological assessor;
• Marta Isabel Gutiérrez, economist;
• Diego Sandoval, industrial engineering &
economist;
• Claudia Peñaranda, psychologist;
• Hernán Salamanca, social communicator;
• Diana Ruíz, economist;
• Martha María Moreno, sociologist;
• Statistic team of Econometría S.A.
• Field Team in Medellín.
¿ ?
What
programs
were
asse sse d
 Ethereal
No. Range
Name of Project Purpose of Intervention
beneficiaries beneficiary
population
Network of Music
Schools and Music 3,120 children
7 to 18 years
bands with symphonic To offer children and young and young
character from tiers 1 to 3, alternatives
for the healthy use of the 10,000
Sports and Recreation free time children and
6 to 18 years
Schools young

To offer training alternatives

in semi qualified trades that
Training for Employment will widen labor insertion 2,000 young 16 to 29 years
possibilities and economic
productivity of beneficiaries.
Where
¿
 Sport schools

Technical
Institutions Music schools
¡ !
Participants´s
profil e
 Characterizing the Participants
Music Sport Training for
Indicator
Schools Schools employment
Sex (%)
Men 41.1 63.0 35.7
Women 58.9 36.9 64.3
Average Age 12.4 11.5 21.2
Educational Level (%)
Incomplete High School or less 92.6 97.3 14.0
Complete High School or more 7.4 2.7 85.9
Educational Level of the Mother (%)
Incomplete Secondary or less 29.6 38.4 83.9
Complete Secondary or more 70.4 61.6 16.1
Health Coverage (%)
Subsidized Regime 23.2 30.5 38.7
Contributory Regime 56.8 45.2 29.6
Characterizing the Homes of the Participants

Music Sports Training for

Indicator
Schools Schools employment
Lives with (%)
Mother 34.1 22.4 29.6
Father 1.6 2.1 2.5
Father and mother 60.9 68.6 40.9
Head of the home - 6.9- 12.8
Size of the home
Average of persons in the home 5.4 5.8 4.9
% Homes according to the appliances they own
Washing machine 64.3 53.7 39.2
VHS or DVD 47.2 44.3 22.7
Cell Phone 63.8 53.6 13.2
Computer 43.9 25.1 10.6
 Perception of the
neighborhood and school

Music Sports Training for

Indicator
Schools Schools employment
Neighborhood Infrastructure (% positive answers)
There is public electric lighting in the streets 90.9 84.8 94.3
Streets are paved 89.6 86.9 91.9
Public transport is easy to get 85.9 80.6 -
Is there a Perception of Safety in the Neighborhood-
Unsafe 10.5 13.2 15.5
Perception of the School (%)
% Who do not like the school 7.3 6.1 -
A place where one needs to learn how to
25.7 28.1 -
defend from others
A battle field, but adults do not notice 12.0 9.1 -
 Intra family Violence
and Mistreatment

Music Sports Training for

Indicator
schools schools employment
Severe punishments received at home
They give you kicks 3.0 5.7 10.5
They beat you 7.7 16.7 22.9
They
They hit you with
threaten youhard
withobjects
abandoning you 7.1 9.1 21.7
3.6 8.2 9.9
They threaten you with weapons or
knifes 0.6 1.7 3.3
Violent facts suffered by some home member
Stealing in the streets 15.7 12.0 13.3
Stealing at home 1.6 4.2 2.2
Hospitalization due to accident or
violence 7.1 12.3 4.2
Death due to accident or violence 2.0 3.5 5.3
Threats 5.8 5.6 -
 Victims and People incurring in
violent acts

Music Sports Training for

Indicator
schools schools employment
% Beneficiaries who were victims of a violent act
They threatened you with a
3.0 2.2 4.1
gun
Somebody hit you 10.3 15.3 6.1
You were attacked 4.9 4.5 9.4
% Beneficiaries who participated in violent acts
Beating someone 7.1 16.3 5.0
Participating in a raid 0.6 1.3 0.6
How
was
¿
the ev alua tion
made
Non-experimental method where results are compared between
a group of participants and a group of non-participants in the
Programs.

Poblaci
Beneficiary
ón
beneficiaria
Population Impact of the
Program

Non beneficiary
Poblaci ó population
(Of
(De control)
control)

-
 The Program uses quantitative and qualitative methods in the impact
evaluation of the various components where the situation of beneficiaries
and the situation of non-beneficiaries with similar characteristics are
compared.

Program Qualitative Methods Quantitative Methods

Schools and
music bands
-Propensity score matching-
- Interviews in-depth
PSM methodology
Sports schools

- Differences in differences
Training for
- Focus Groups methodology using the Probit
employment
probability model
 Structured Surveys Conducted for
the Evaluation
No. of Non-
No. Participants
Program participants Total surveyed
surveyed
surveyed

Public schools
497 474 971
and music bands

Sports schools 605 586 1.191

Training for
318 328 646
employment
What
was

?
evalu ate
d ¿
 Groups analyzed

1. Total
2. Sex

3. Time of continuance in Program

4. Place of residence
 Variables Object of Study

1. Values, attitudes and behaviors

PROGRAMA Confidence
Social inclusion
Categories
for the Handling of conflicts
analysis Perseverance and discipline
Attitudes towards body
SE EVALÚO
7. Social Capital

8. Use of time
From where
these categories
¿ com e
• Conceptual revision of programs

• Theories on non-violence, studies on

peace and pacific conflict resolution

• Results of research on primary prevention

in mental health

• International battery of instruments to

evaluate attitudes and perception on
children and young violence prevention.
 - Despair / Learned hope
Confidence - Self esteem
- Perceiving others attitudes towards
me

- Belonging to a group and to the society

PROGRAMA
Social Inclusion - Perceiving options and opportunities
- Vision of the future

- Perceiving limits
- Social responsibility
Conflict Handling
- Handling emotions
- Empathy
SE EVALÚO

Perseverance and
- Empowerment promoting these attitudes
Discipline
 - Couple Relationships
- Child-raising relationships
Maltreatment
- Respect for the other and their rights
- Perception of institutional support

Attitudes towards - Perception of the person towards her body

the body - Self-care awareness

- Associativity
Social Capital
- Proactive Activities

- Change in daily routines

Use of time
- Change in companies (peers, friends, etc.)
What

¿ ?
were the

find ing s
Confidence
 Social Capital
• Greater participation by participants of Music schools
and Sports schools in cultural and recreational activities,
respectively.

• It strikes the fact of a significant increase in the groups of

participants of the Sports schools program from gang
organizations.

• The attitude of the participants in the Training for

employment program improved before collective actions
specially in their place of residence.
 Use of time

• More dedication to proactive activities and

less to recreational activities. In music this
phenomenon is observed even on
weekends.
• Dedication to support activities is reduced
specially during the week.
 QUALITATIVE RESULTS
Resultados cualitativos / Abilities /Confidence and self-
esteem/Categories in the analysis / Social protection
toward conflict /Inclusion/ capabilities Confianza y Autoestima

I P
Confianza y autoestima N R
C Inclusion /Confidence and C E
L V
o self-esteem U
Categorías de
E
m I S
Análisis N
/Prevention/cognitive I C
p n
e c efficiency Ó
N
I
Ó
N
t Categorías l
e de análisis u Escolaridad y Eficiencia
n s Cognitiva
c i
i
a
ó
n Sports
s
Protección social frente al IMPACTO EN
conflicto ACTITUDES Y
Que se valoran y quieren
más así mismos

Music
COMMPORTAMIENTOS

Que se sienten incluidos

Que pueden romper con

IMPACT IN ATTITUDES AND BEHAVIORS /YOUNG PEOPLE JÓVENES esquemas de socialización
violentadores
AFFECT THEIR SURROUNDINGS AND THEIR
RELATIONSHIPS IN A PACIFIC AND PROSOCIAL WAY They A Que creen en su capacidad
F para hacerse un mejor
value and love themselves more, they feel included, they may E futuro
break with the violent socialization schemes, they believe in their C
T
capability to make a better world A
N
SU ENTORNO
Y SUS DE MANERA PÁCIFICA Y

Training for RELACIONES PROSOCIAL

Employment
 Analysis cost- effectiveness

Effectiveness Index cost-

Program Cost index
index effectiveness

Music schools 1.96 5.41 2.77

Sports schools 1.00 1.00 1.00

Training for the

3.99 3.99 1.74
employment
 Conclusions
and
¡ Recommendations
• In the music and training programs the proportion of women is
larger

• Sports schools beneficiaries live in environments and families with

greater levels of violence. Something similar occurs with those of
the Training for the job program.

• Music beneficiaries are victims of violent acts in a larger proportion.

• The greater impact was found in the music program, followed by the
Training for the job program.

• Sports program benefits are not very positive, but the results from
the qualitative evaluation show there is a potential to generate
positive attitudes towards themselves and their social reality.
• In all programs an impact is observed on the type of activities
conducted, where a larger proportion of time is dedicated to
proactive activities and time dedicated to recreation is reduced. The
greater impact was found in music.

• The cost effectiveness measurement shows the best results for the
public schools and music bands program followed by the training
program and, sports comes last.

• Impact results of the sports program may be regarded in positive

terms if this situation is assumed as a challenge to work towards
providing them with tools to promote changes in their values and
attitudes.
• Gender perspective must be apply in all strategies and
actions of both programs.

• To demand to sports participants program some minimal

commitments for to get in and to stay at the program as a way
to improve a reciprocity feeling.

• Encourage the relation that the sport program has with the
ordinary school life and discipline as a way to increase
impacts.

• The sport and music teachers must have some minimal

requirements of quality.

• The development of alternative methodologies for value

education must be prove by pilot experiences and also be
evaluated before being applied to all the participants.