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Sensibilisierung gegen Antisemitismus: Erfahrungen mit den Werte- und Orientierungskurses des ÖIF für Asylberechtige und subsidiär Schutzberechtigte
Translated Title: Raising awareness against anti-Semitism: Experiences with the ÖIF values ​​and orientation course for asylum seekers and those granted subsidiary protection
Author(s): Gerhardus, Anna; Griessler, Erich; Abstiens, Kira; Allinger, Matthias
Date: 2023
Topics: Antisemitism: Education against, Evaluation, Immigration, Main Topic: Antisemitism, Refugees
Abstract: Das Institut für Höhere Studien (IHS) evaluierte im Auftrag des Österreichischen Integrationsfonds (ÖIF) das seit 2022 durchgeführte Antisemitismus-Modul in den verpflichtenden Werte- und Orientierungskursen für Asylberechtigte und subsidiär Schutzberechtigte.
Learning about and from the Holocaust? On the limits of Holocaust education as civic education
Author(s): Witherow-Culpepper, Willa; Williams, Timothy
Date: 2025
Topics: Holocaust Education, Evaluation, Policy, Politics, Main Topic: Holocaust and Memorial, Anti-Racism
Abstract: Policymakers promote Holocaust education for achieving civic and anti-racist outcomes, yet the empirical efficacy of Holocaust education is questionable. We suggest that Holocaust education remains politically popular in the USA and UK as the Holocaust’s framing as an exceptional event allows framing education as non-partisan and apolitical. However, such focus on the Holocaust as universalized, ahistorical and apolitical constitute core weaknesses as an educational device. Also, we argue that Holocaust education grounds suffering in a unique historical moment that lack clear ties to today's issues. The article suggests a more cautious reliance on Holocaust education for civic and anti-racist outcomes.
Misinformation about Israel and Antisemitic Views in School Textbooks? The Case of Germany
Author(s): Schmoll, Melanie Carina
Date: 2024
Topics: Antisemitism: Education against, Attitudes to Israel, Attitudes to Jews, Curriculum and Schoolbooks, Evaluation, Israel Education, Jewish Education, Main Topic: Antisemitism
Abstract: Teaching and education mirror what societies want to preserve, initiate, and pass along. Thus, the impact of teachers and school textbooks cannot be overestimated. It is absolutely necessary, therefore, to ensure high-quality textbooks, which convey balanced views as well as intellectual and unbiased approaches to the topics. The present study by historian and Holocaust education expert Dr. Melanie Carina Schmoll, PhD, offers a fresh approach to analyzing the subjects of Jews, Judaism, current Israel and the Arab-Israeli and Israeli-Palestinian conflicts in curricula and relevant textbooks. The study indicates the status of information, problematic content, or words in curricula and history textbooks used in the German province of North Rhine-Westphalia. Besides analyzing and just denouncing mistakes, the study also provides options for an exchange of difficult and/ or incorrect content in the textbooks. The study assists authors and editors to write and develop unbiased textbooks in the future.
Review of NHS health communications with (and for) the Jewish community
Author(s): Ingold, Jeffrey; Rianjongdee, Serena; Carrington-Elson, Jenny
Date: 2024
Topics: Health, Health Education, Haredi / Strictly Orthodox Jews, Attitudes to Jews, Main Topic: Other, Evaluation, Policy
Abstract: This significant report and resource toolkit addresses healthcare communications within Jewish communities across England. Commissioned by the NHS Race and Health Observatory in 2022, and co-developed by Intent Health, this work identifies best practice and community-led actions with co-produced communication resources to improve public health initiatives, understanding and engagement between the NHS and Jewish communities.

The findings show a general lack of understanding about Jewish identity and Judaism within the NHS, leading to miscommunications and stereotypes. It also identifies barriers such as inconsistent data capture, mistrust, and doubts about safety, which hinder effective communication and engagement between Jewish people and healthcare professionals.

The report offers several recommendations for improving engagement and communications with Jewish communities, alongside co-created and co-produced resources, tailoring engagement to specific needs which have implications and learning for a wide range of diverse communities.
Observing the observatory on race and health: reviewing ‘health communications with (and for) Jewish communities’
Author(s): Kasstan-Dabush, Ben
Date: 2025
Topics: Ethnography, Evaluation, Health, Health Education, Policy, Inequality, Haredi / Strictly Orthodox Jews, Main Topic: Other, Coronavirus/Covid
Abstract: National Health Service England established the Race and Health Observatory as an independent expert body in 2021 to advance meaningful changes for Black and minority ethnic communities, patients, and healthcare professionals. It serves as a ‘proactive investigator’ by commissioning and facilitating research to achieve long-term transformation in health outcomes. However, medical anthropologists have largely overlooked the Observatory (and the research it commissions) in critical assessments of race and health. This commentary discusses the 2024 review into “health communications with (and for) Jewish communities” vis-à-vis the ethnographic record. On the one hand, the intention behind the Observatory’s review is laudable because Jews have been excluded from critical discussions on race and health in the UK as well as the US and Europe. While the review has potential for rendering health inequality in Jewish communities visible, some of the overly general findings may lead to pitfalls and healthcare professionals may need additional guidance or support by establishing diverse steering groups. This comment argues that observing the Observatory on Race and Health is important to ensure accountability over its research and recommendations, and from a conceptual standpoint, to examine the evolving apparatus that shapes public and political reckonings with race, ethnicity and in/equality.
Qualitative evaluation of two London Faith and Health Networks: lessons learnt from a model of an interface between health systems and minority communities
Author(s): Zuriaga-Alvaro, Ana; Kasstan-Dabush, Ben; Johnson, Ella; Chantler, Tracey; Weil, Leonora G.
Date: 2025
Topics: Health, Main Topic: Other, Jewish Organisations, Haredi / Strictly Orthodox Jews, Inequality, Coronavirus/Covid, Comparisons with other communities, Evaluation, Health Education, Interviews
Abstract: Background Ethnic and religious minorities in the UK had a higher risk of severe illness and mortality from COVID-19 in 2020–2021, yet were less likely to receive vaccinations. Two Faith Health Networks (FHNs) were established in London in 2022–2024 as a partnership approach to mitigate health inequalities among Muslim and Jewish Londoners through a health system–community collaboration. By evaluating the FHNs, this study aimed to examine: the organisational processes required for FHNs to serve as a model of interface between health systems and minority communities; the role these networks play in addressing public health inequalities; and implications for their future development and sustainability.

Methods A qualitative evaluation of the two FHNs was conducted using semi-structured interviews (n=19) with members of the ‘London Jewish Health Partnership’ and the ‘London Muslim Health Network’. Participant clusters included public health professionals, healthcare workers, community representatives and local government workers.

Results The FHNs shared similar structures of leadership, but differed in core membership, which influenced their access to expertise and the activities developed. They were found to perform a key conduit role by integrating expertise from within the health system and faith communities to address the needs and expectations of underserved communities, with the ultimate goal of addressing health inequalities through the design of tailored campaigns and services. Emerging themes for developing an FHN model included enhancing their sustainability by determining funding allocation, strategic integration into health systems and identifying the appropriate geographical scope to sustain their impact. Further implications included recognition of intersectionality, addressing diverse needs within faith communities and trust-building approaches.

Conclusion This evaluation offers insights into developing partnership models between faith-based organisations and health sectors to foster relationships with underserved communities. These findings provide valuable considerations for teams navigating the priority of health equity and community engagement as part of our learning from the pandemic to support the development of FHNs across different faith communities, not just for vaccine uptake, but to support the broader health and well-being of communities more widely.
Site-seeing: reflections on visiting the Auschwitz-Birkenau State Museum with teenagers
Author(s): Richardson, Alasdair
Date: 2021
Topics: Holocaust Education, Educational Tours, Evaluation, Interviews, Main Topic: Holocaust and Memorial, Teenagers
Abstract: This paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning.
‘It made me think how I should treat others and how I should help people who need it’: The complexities of exploring the impact of Holocaust education
Author(s): Hale, Rebecca
Date: 2020
Topics: Evaluation, Holocaust Education, Main Topic: Holocaust and Memorial, Methodology
Abstract: It is generally agreed that learning about the Holocaust has some impact on students. However, discussions about the nature and magnitude of impact tend to be intuition-based rather than evidence-based. This is exacerbated by studies giving insight into how Holocaust education is related to salient variables rather than studies which demonstrate that teaching and learning about the Holocaust directly result in particular outcomes. Additionally, studies have drawn on small samples or presented findings which rely only on participants’ own perceptions of impact rather than actual impact measurement. These issues have contributed to a muddled and contestable narrative about impact in this field. This paper explores the complexities of studying the impact of Holocaust education, considers the feasibility of using randomised control trials, and appeals to those working in the field to be mindful of making and accepting spurious claims about impact.
The Power of Biography: Using the Diary of Anne Frank to Stimulate Generalisation and Secondary Transfer of Willingness for Intergroup Contact
Author(s): Goodbun, Katie; Abrams, Dominic
Date: 2025
Topics: Holocaust Education, Main Topic: Holocaust and Memorial, Psychology, Evaluation, Jewish - Non - Jewish Relations, Interfaith Relations, Teenagers, Schools: Seconday / High Schools
Abstract: An impact evaluation of a large-scale field study tested the effects of biographical intergroup contact on children and adolescents' willingness to have intergroup contact with individuals from 12 social categories. Biographical contact was implemented through the anti-prejudice programme led by the educational charity the Anne Frank Trust UK, based on the life of the Jewish teenager Anne Frank. Before and after participating in the programme, young people between the ages of 9 and 17 years (N = 1413 from 69 participating schools) completed a ‘Contact Star' measure of their willingness for close social contact with individuals from each of the social categories. Biographical contact substantially improved willingness for contact with Jewish people (the initial target group) as well as with all 11 other groups, as measured by the Contact Star. Additionally, increased willingness for contact with Jewish people was strongly predictive of increased willingness for contact with the other groups, thereby demonstrating a secondary transfer of improved intergroup attitudes. The effect was similarly large in the case of outgroups that were less similar or familiar to participants, contrary to the idea that secondary transfer weakens as the outgroups become less similar (a generalisation gradient). Theoretical and practical implications of this potentially powerful new form of contact are discussed.
Does addressing prejudice and discrimination through Holocaust education produce better citizens?
Author(s): Cowan, Paula; Maitles, Henry
Date: 2007
Topics: Holocaust Education, Citizenship, Curriculum, Evaluation, Main Topic: Holocaust and Memorial, Longitudinal Studies, Schools: Primary / Elementary, Schools: Non-Jewish
Abstract: Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing longitudinal research is concerned with both the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11–12 years, it has followed them into the first year of secondary to examine whether the general improvements in attitudes found in the first stage of the research has been maintained. Further, we are able to compare their attitudes with pupils in their year who did not study the Holocaust in their primary schools. This article draws conclusions from this study.
A partnership approach to supporting the health and wellbeing of the Charedi (Orthodox Jewish) community in London
Author(s): Zuriaga, Ana; Flannigan, Liam; Wilson, Joanne; Weiss, Sarah; Rottenberg, Gitit; Klynman, Nicole; Schwartz, Ellen Corine; Billett, Julie; Katz, Jacqueline; Weil, Leonora G.
Date: 2022
Topics: Health, Health Education, Coronavirus/Covid, Evaluation, Haredi / Strictly Orthodox Jews, Main Topic: Other
Abstract: Background
There is a need for a specific programme of engagement around COVID-19 vaccination with the Charedi Orthodox Jewish community in Stamford Hill, London, UK. We co-produced a live event for women on COVID-19 safety and vaccination and wider health topics to support vaccine uptake and improve awareness of health and wellbeing issues.
Methods
For this qualitative analysis, we organised an event that was designed and delivered by a local community organisation in partnership with regional and local health partners and community groups. The event was for Charedi women aged 16 years and older, and provided information on COVID-19, childhood immunisations, oral health and dental hygiene, childhood respiratory infections, and mental health. The event included health stalls, a panel session, co-designed culturally competent physical information, and the opportunity to speak with health professionals. We evaluated the event using attendees' feedback forms, collected in person at the end of the event, and a thematic analysis of semi-structured interviews with organisers from community and statutory organisations. The evaluation was informed by a co-produced logic model and outcomes framework.
Findings
More than 100 women attended the event on March 28, 2022. Feedback suggested the focus on wider health issues was valued, and a greater number of more targeted events (eg on health for women older than 40) would be beneficial. Dental health, COVID-19 vaccination, and childhood immunisations were identified as the most important topics by participants. 16 (55%) of 29 respondents stated they would attend a similar event again, 12 (41%) stated they were unsure, and one (3%) said they would not attend again. Informal feedback from the community highlighted that the event was useful and acted as a basis for further engagement and collaboration with the community.
Interpretation
Our findings emphasised the need to work in partnership with a lead community organisation to identify and address principal health challenges within communities, to share community-specific insights, and to promote community events through community communication channels. Statutory institutions should engage with local community organisations to support and facilitate public health interventions to increase relevant vaccine uptake and to improve awareness around wider health and wellbeing issues and services.
Countering antisemitism through Holocaust education. A comparative perspective on Scotland and Austria
Author(s): Rajal, Elke
Date: 2024
Topics: Antisemitism: Education against, Holocaust Education, Evaluation, Main Topic: Holocaust and Memorial
Abstract: There is an emerging debate in the field as to whether or not Holocaust education is effective in combating antisemitism. This paper aims to provide explanations for the frequently observed ineffectiveness of Holocaust education in reducing antisemitism by examining two cases that are in many ways diametrically opposed: Scotland as a former part of the Allied Forces and Austria as a post-Nazi state. The case studies focus on overlapping, contrasting and conflicting understandings of Holocaust education and the role of antisemitism within it. The perspective is primarily sociological, inspired by Critical Theory. Evidence is based on research papers and basic documents from the field of Holocaust education (curricula, websites of key actors and educational materials). It is interpreted according to the principles of qualitative content analysis. Findings suggest that in both cases opportunities to address and reduce antisemitism are being missed: In the Scottish case, the teaching of the Holocaust tends to downplay the specific Jewish experience and largely fails to address antisemitism, or does so in a very simplistic way. In the Austrian case, antisemitism is talked about, but in the context of widespread secondary antisemitism it risks being explained and understood in ways that are themselves antisemitic.
Educating Against Prejudice: The Impact of the Anne Frank Trust UK
Author(s): Abrams, Dominic; Goodbun, Katie; Walton, Sarah
Date: 2024
Topics: Antisemitism: Education against, Evaluation, Holocaust Education, Main Topic: Antisemitism, Schools: Non-Jewish, Schools: Primary / Elementary, Schools: Seconday / High Schools
Abstract: The Educating Against Prejudice report by social psychologists at the University of Kent presents data on nearly 3,000 school pupils – before starting the Anne Frank Trust programme, after completing it, and again a year later.

83.8% of the young people progress in their knowledge of prejudice, and this increased knowledge drives a significant improvement in their social attitudes.

· 87.6% become more positive towards people from at least one of 12 social groups – Black, Christian, disabled, female, Gypsy Roma Traveller, Jewish, LGBTQ, male, Muslim, old, refugee and white.

· The greatest progress is towards Jewish people, with 59.8% of the young people becoming more positive. Among Muslim young people, the proportion making pro-Jewish progress is even higher – at 65.7%.

· 58% of young people retain their improved attitudes 12 to 18 months later. The long-term progress in attitudes towards Jews is 55% higher in locations where reports of antisemitism are above average.
Never Again! Does Holocaust Education Have An Effect On Pupils' Citizenship Values And Attitudes
Author(s): Maitles, Henry; Cowan, Paula; Butler, Eamonn
Date: 2006
Topics: Holocaust Education, Evaluation, Citizenship, Main Topic: Holocaust and Memorial, Schools: Non-Jewish, Schools: Primary / Elementary, Schools: Seconday / High Schools
Abstract: Research aiming to examine whether teaching the Holocaust, in the upper primary, either as part of a study on World War 2 or as a topic on its own, has an impact, both immediate and longer term, on pupils' citizenship values and attitudes, and particularly those values and attitudes relating to various minority or disadvantaged groups in Scotland.
Meandry pamięci i niepamięci Holokaustu : konieczność ewaluacji praktyk edukacyjnych w oparciu o badania empiryczne
Translated Title: Meanders of memory and non-memory of the Holocaust : a need to evaluate educational practice empirically
Author(s): Ambrosewicz-Jacobs, Jolanta
Editor(s): Dąbrowicz, Anna; Muras, Barbara
Date: 2014
Topics: Holocaust Education, Evaluation, Main Topic: Holocaust and Memorial, Memory
Hardship And Needs Of Elderly Hesed Clients: An Analysis Of Clients Served By Hesed Service Centers In Russia & Ukraine
Author(s): Tighe, Elizabeth; Magidin de Kramer, Raquel; Bleckman, Dina; Begli, Nursahedov; Saxe, Leonard
Date: 2012
Topics: Ageing and the Elderly, Care and Welfare, Health, Evaluation, Main Topic: Other, Social Services, Social Work, NGOs
Abstract:

The countries of the Former Soviet Union (FSU) are the home today for a substantial number of Jews, many of whom live in poor, economically disadvantaged communities. Throughout the FSU, the American Jewish Joint Distribution Committee (JDC) has supported the development of Hesed welfare and Jewish community centers to assist in the provision of services to Jews in need and to support the renewal of Jewish life after years of suppression. The present report is designed to review the current economic, health, and social conditions of these elderly Jews in need in the FSU and to compare their circumstances, as best possible, to their counterparts who live in western countries such as the United States.

Data from a large number of sources are reviewed and analyzed, including national statistics, national and local surveys, and client-level data. The data indicate clearly that, in view of demographic composition, as well as economic and social conditions, elderly Jews in the FSU have tremendous needs for supportive services funded by philanthropy compared to their peers in the United States. The comparisons also highlight the disparities in available care among those most in need.

There is a clear need for external support for basic health and social services for elderly Jews in the FSU. Twenty years after the collapse of the Soviet Union, there is not an adequate safety net for the elderly. The situation is in flux and there are unique challenges associated with understanding service delivery in societies that are in transition. The available data on pensions and living circumstances make clear that the economic situation for elderly in the FSU who seek Hesed services is dire. Faced with increasing costs for basic needs such as utilities and food, along with health services including essential medicines, quality care and homecare, the pension amounts that Hesed clients rely on are inadequate to meet their needs.
The Paideia European-Jewish Leadership Program: Graduate Views of Program Contributions and Impacts
Author(s): Katz, Esther; Korazim, Malka
Date: 2012
Topics: Evaluation, Jewish Education, Main Topic: Education
Abstract: Paideia - the European Institute for Jewish Studies in Sweden was created in 2000 as an academic and applied institute of excellence, with the mandate of working for the rebuilding of Jewish life and culture in Europe, and educating for active minority citizenship. It does this through offering an intensive one-year educational program in Jewish Studies directed at future leaders of Jewish life and inter-cultural work. Each year 20-25 participants attend the program, from both Jewish and non-Jewish backgrounds and a variety of European countries. In addition to the one-year Jewish Studies Program, Paideia has also developed activities for its graduates including alumni conferences, educational weekends and Project-Incubator, a two-week summer program to support projects and social innovation across Europe. Project-Incubator was introduced as a follow-up program for alumni, but has expanded its target group beyond graduates. Since its introduction in 2006, the program has developed over 100 different projects. After several years of activity, Paideia decided to conduct an evaluation study to provide a systematic overview of the program's contributions and achievements, and identify unmet needs. The evaluation comprised a follow-up study of all graduates from 2002-2009. This reportpresents the findings of that study. The study findings showed that graduates view the Paideia program as very successful and feel that it contributed to them to a great extent. It was found that all graduates continue to be involved in Jewish activities in their countries of residence. Most report that the program has had an important impact on their professional-life career, on their pursuit of Jewish Studies and on their involvement in Jewish community activities.
A Review of the Nahum Goldmann Fellowship Program
Author(s): Ukeles, Jacob B.; Baker, Sally; Cohen, Steven
Date: 1997
Topics: Surveys, Summer/Youth Camps, Young Adults / Emerging Adulthood, Evaluation, Main Topic: Education
Abstract: The purpose of the Nahum Goldmann Fellowship is to stimulate and train a new generation of young leadership for Jewish communities in Europe (East and West), and in Latin America. The purpose of this review is to collect information that will help the Memorial Foundation assess and improve this program. This report covers findings, interpretation of results, and implications for the future directions of the Nahum Goldmann Fellowship Program. The report is based on the analysis of survey results.
“New World” complex educational package
Translated Title: Újvilág komplex oktatási csomag
Author(s): Anikó, Félix; Borsi, Zsófia
Date: 2018
Topics: Antisemitism: Education against, Education, Jewish - Non - Jewish Relations, Evaluation, Curriculum, Main Topic: Education, Schools: Non-Jewish, Teaching
Abstract: The fight against antisemitism through the means of education should begin from as early an age as possible. Various informal, educational projects exist that work towards this goal, using a number of different methods. However, these projects often operate separately and on an ad hoc basis in educational institutions, hence they lack an overarching concept or idea for the students. This makes the projects less efficient, and their short and long term impact becomes more difficult to evaluate. Generally speaking, Jewish history and religion are not part of the national curriculum in secondary schools. In the rare cases when aspects of Judaism are taught, the main focus is on the Holocaust, which often has a negative and counterproductive effect. For this reason, the main objective of the New World project was to educate students on topics such as Hungary’s role in the Holocaust (which is still not fully accepted by Hungarian society), prejudices, radicalisation and Jewish identity.

With the professional leadership and support of the Tom Lantos Institute, a complex educational project was realised. Its components build on each other, following a single line of thought: it incorporates the performance of the play New World, a subsequent drama-based pedagogical session and finally, 2-3 weeks later, an informal educational class led by the Haver Foundation. Each step of the programme was evaluated using a variety of methods such as mini-interviews, participants’ reports and questionnaires. Following a short literature review, this report intends to give a summary of the concept, structure, conclusions and results of the project. The report is dedicated to participants and leaders of similar initiatives, as well as to a wider audience of individuals interested in the topic.
Współczesna, nieformalna edukacja żydowska w Polsce – analiza SWOT
Translated Title: Contemporary informal Jewish education in Poland – a SWOT analysis
Author(s): Antonik, Joanna
Date: 2015
Topics: Evaluation, Informal Education, Jewish Education, Main Topic: Education
Abstract: Celem prezentowanych badań była eksploracja i opis współczesnej edukacji nieformalnej tworzonej przez społeczność żydowską w Polsce. W badaniach uczestniczyło osiem osób (sześć kobiet i dwóch mężczyzn). Rozmówcy i rozmówczynie to osoby aktywne w środowisku żydowskim, wolontariusze/wolontariuszki lub osoby pracujące w instytucjach żydowskich w Polsce. Metodą badawczą było studium przypadku, technikę stanowiły: narracyjny wywiad ekspercki oraz analiza dokumentacji. Badanie przeprowadzono osobiście na terenie Krakowa, Warszawy i Szczecina między majem a październikiem 2013 r. Uzyskane wyniki pozwoliły na ustalenie, kto jest nadawcą i odbiorcą edukacji nieformalnej, jakie treści są przekazywane w procesie edukacyjnym i w jakich formach to następuje. Opisano również motywacje organizatorów i uczestników badań, a także sporządzono analizę SWOT nieformalnej edukacji żydowskiej, która zostanie szczegółowo omówiona w artykule.
Oświęcim inaczej: Ewaluacja warsztatów antydyskryminacyjnych
Author(s): Wójcik, Adrian; Bilewicz, Michał
Date: 2012
Topics: Holocaust Education, Evaluation, Main Topic: Other
Abstract: Prezentowany raport stanowi ocenę skuteczności serii warsztatów antydyskryminacyjnych przeprowadzonych przez Centrum Żydowskie w Oświęcimiu. Szczegółowy schemat badań ewaluacyjnych, jak również użyty w badaniu kwestionariusz, została przygotowany niezależnie od organizatorów warsztatów przez członków Centrum Badań nad Uprzedzeniami Uniwersytetu Warszawskiego–dr. Michała Bilewicza i Adriana Wójcika.
»Ich habe nichts gegen Juden, aber...« Ausgangsbedingungen und Perspektiven gesellschaftspolitischer Bildungsarbeit gegen Antisemitismus
Author(s): Scherr, Albert; Schäuble, Barbara
Date: 2007
Topics: Antisemitism: Education against, Antisemitism, Education, Evaluation, Main Topic: Antisemitism
Het Fancoach project: Een educatief clubprogramma voor voetbalsupporters
Translated Title: The Fancoach project: An educational club program for football supporters
Author(s): Verhoeven, Joram
Date: 2017
Topics: Antisemitism, Football, Education, Evaluation, Main Topic: Antisemitism, Sports
Abstract: Voetbal is een van de belangrijkste oorzaken voor antisemitisme blijkt uit de onderzoeken 'Antisemitisme in het Voortgezet Onderwijs' en 'Antisemitisme onder Jongeren'. Het Fancoachproject pakt dit probleem aan.

Feyenoord eerste club FancoachprojectVoetbalclub Feyenoord is de eerste voetbalclub die samen met de Anne Frank Stichting en Radar Rotterdam een educatieve aanpak heeft voor antisemitische spreekkoren tijdens wedstrijden. Aanpak FancoachprojectOm dit probleem bij de bron van spreekkoren in stadions aan te pakken, is samen met Feyenoord Rotterdam een nieuwe educatieve aanpak ontwikkeld. Deze aanpak richt zich als eerste op supporters die deze spreekkoren hebben ondersteund. De Anne Frank Stichting heeft vanaf 2015 intensief samengewerkt met Feyenoord en andere lokale partners om dit programma op te zetten en door te ontwikkelen. Vanaf het moment dat het programma goed draaide (2017) is het overgedragen aan Feyenoord.Evaluatie van het projectOnderzoekers van de Anne Frank Stichting hebben dat project in 2016 geëvalueerd op werkzaamheid en effect. Onze conclusie is dat deze intensieve aanpak vooralsnog een kleine groep supporters weet te bereiken. Het laat bij die groep wel zeer positieve effecten zien.
The Limmud Impact Study: Exploring volunteers’ Jewish journeys
Author(s): Kahn-Harris, Keith
Date: 2018
Topics: Main Topic: Other, Surveys, Focus Groups, Limmud, Jewish Organisations, Evaluation, Volunteering, Jewish Education
Abstract: The Limmud Impact Study looks at how successful Limmud has been in taking people ‘one step further on their Jewish journeys’, what these journeys consist of and their wider impact on Jewish communities.

The study focuses on Limmud volunteers and draws on a survey of ten Limmud volunteer communities in eight countries - UK, USA, South Africa, Bulgaria, Hungary, Germany, Israel and Argentina - together with focus groups conducted with Limmud volunteers from around the world.

The findings provide clear evidence that Limmud advances the majority of its volunteers on their Jewish journeys, and for a significant proportion it takes them ‘further’ towards greater interest in and commitment to Jewish life.

Limmud’s principle impact on its volunteers lies in making new friends and contacts, encountering different kinds of Jews and enhancing a sense of connection to the Jewish people. For many Limmud volunteers, their experience has increased their Jewish
knowledge, their leadership skills and their involvement in the wider Jewish community. Involvement in Limmud therefore enhances both the desire to take further steps on their Jewish journeys, and the tools for doing so.

Limmud impacts equally on Jews regardless of denominationand religious practice. The younger the volunteers and the less committed they are when they begin their Limmud journeys, the further Limmud takes them. Those with more senior levels of involvement in Limmud report higher levels of impact on their Jewish journeys than other volunteers, as do those who had received a subsidy or training from Limmud.

Limmud volunteers often have difficult experiences and risk burnout and
exhaustion. While volunteers generally view the gains as worth the cost, Limmud
needs to pay attention to this issue and provide further support.
Working towards gender equality in small and medium TSOs: An incremental approach
Author(s): Harris, Margaret; Miller, Helena
Date: 2018
Topics: Main Topic: Other, Voluntary Sector, Gender, Evaluation, Jewish Women, Jewish Organisations, Umbrella Bodies
Abstract: This paper describes and discusses a gender equality project conducted with Jewish third sector organisations (TSOs). An adapted version of ‘Project Juno’ was used to support six small or medium-sized TSOs in working towards gender equality. Key learning points for the wider TSO sector are drawn out.
The Camping Experience: The Impact of JDC Jewish Summer Camps on Eastern European Jews
Author(s): Cohen, Erik H.
Date: 2013
Topics: Jewish Schools, Jewish Education, Main Topic: Education, Evaluation
Abstract: A comprehensive survey conducted (2008-2009) by the JDC International Centre for Community Development (ICCD) among Jews in five Eastern European countries provided data on Jewish background and current attitudes of young adults. Based on this data, a comparison is made of young adults who are alumni of Jewish summer camps and those who did not attend summer camp as youth. Campers express stronger Jewish identity as young adults, as documented through a number of indicators related to religious practice, Jewish Peoplehood and attachment to Israel. The impact of Jewish summer camps is particularly clear among campers from weak Jewish backgrounds.
Four Years On: A Review of Inspections of Jewish Schools 2007-2011
Author(s): Miller, Helena
Date: 2011
Topics: Jewish Schools, Jewish Education, Evaluation, Main Topic: Education
Abstract: Since 2008, the landscape of Jewish education has changed in three specific ways: (1) provision, (2) up-take, and (3) demography. This report placed greater emphasis on listening to the views of pupils. However, educators continue to need training and support in order to approach inspection in ways that reflect the day-to-day running of their schools and institutions and the quality of the Jewish education they provide.
Accountability through Inspection: Monitoring and Evaluating Jewish Schools conducted between September 2003 and April 2007: An overview of 25 inspections
Author(s): Miller, Helena
Date: 2007
Topics: Jewish Schools, Jewish Education, Evaluation, Main Topic: Education
Abstract: The present report constitutes the third publication of its kind. Its findings provide evidence for the progress Jewish schools have made over the years. More importantly, the current report reflects the changes in the way State funded schools are accountable to the government.
Pikuach - Report on Inspections conducted between September 1999 and June 2003
Author(s): Miller, Helena
Date: 2003
Topics: Jewish Schools, Jewish Education, Evaluation, Main Topic: Education
Abstract: Full time Jewish schooling has emerged as key to the international communal strategy to ensure strong Jewish communities for the future. This report, the second in a series, aims to reflect upon and evaluate the findings from the inspections of the past three years, as well as exploring the developments in schools since the previous Pikuach inspections (1996-1999).
Pikuach - Report of Inspection 1996-1999
Date: 2000
Topics: Jewish Schools, Jewish Education, Evaluation, Main Topic: Education
Abstract: This report reviews the first years of Pikuach inspections, evaluates the reports, and makes recommendations. The Pikuach standard was created in response to the growth in Jewish day school enrollment and the development of national curricula for state schools. This is the first in a regular series of reports on the quality of Jewish and Hebrew studies in Jewish day schools in the United Kingdom.
“The Door to Knock On” A Research Report about the Jewish Volunteering Network (JVN) Five Years after its Founding
Author(s): Harris, Margaret
Date: 2013
Topics: Voluntary Sector, Volunteering, Evaluation, Main Topic: Other
Abstract: This report was commissioned by the Jewish Volunteering Network as it moves into its fifth
year of operation as a registered charity. It was imperative to the Board of Trustees, staff
and funders to understand how it has met the needs of the community in relation to
volunteering. As a cross-communal, national charity working in close collaboration with
several separate charities and engaged with so many others, our enlightened Chairman and
Board of Trustees believed that if we were not proving useful to the sector and the
community and were duplicating services of others, we should indeed consider changing
our operation.
Prof. Margaret Harris was asked as a professional in volunteer research to conduct the
investigation and use focus group conversations as the preferred methodology.
All 60 member charities were invited to contribute by attending a focus group session. JVN
staff were asked to take notes, whilst each focus group session was recorded.
A case study of leadership development in action: the UJIA Ashdown Fellowship 2000‐2007
Author(s): Winston, Lira
Date: 2009
Topics: Jewish Leadership, Jewish Education, Evaluation, Main Topic: Education
Abstract: Purpose
– The United Jewish Israel Appeal Ashdown Fellowship was launched in 2000 with the aim of creating high quality leadership for educational organisations in the British Jewish community. It sought to develop talented and committed people who demonstrated leadership potential. The purpose of this paper is to record the narrative of the programme, its strengths and challenges and to lay out some issues for thinking about the next phase.

Design/methodology/approach
– A survey was sent to the graduates of the programme to ascertain their assessment of its impact.

Findings
– Key factors which helped the development of the programme were secure funding, a stable board and professional staff, an emphasis on making fellows feel valued, and access to some of the best people within the academic field of leadership and management and within Jewish education.

Originality/value
– The paper presents a case study of leadership development in practice.