STARS Final Report

Transkrypt

STARS Final Report

Final Report
www.starseurope.org
1
STARS report January 2016
Contents
1. Introduction to the project
1.1 Project partners
4. Evaluating your own
STARS project
1.2 Specific objectives
1.3 What is the goal of STARS?
1.4 Why STARS?
2. Preparing to implement
your own STARS project
2.1 Implementing the STARS methodology
2.2 Methodology - Accreditation programme
2.3 Methodology - Peer-to-peer programme
3. STARS implementation:
Case studies, lessons
learned and best practice
5. What your own STARS project can expect
to deliver
5.1 Headline results
5.2 Benefits of STARS & sustainable travel
5.3 Policy implications
6. Conclusions and
key findings
7. External advisory board
STARS report Introduction to the project
1. Introduction to the project
STARS ‘Sustainable Travel Accreditation and Recognition for School’ is a
project co-funded by the Intelligent Energy-Europe Programme granted by
the Executive Agency for Small and Medium-sized Enterprises (EASME).
The European project STARS gathered nine implementation partners around
one common goal: to increase the number of pupils cycling to and from
school, who would previously have travelled by car.
The STARS project delivered two behavioural
change programmes:
The STARS Accreditation programme
which allows primary schools to work
independently to deliver increased cycling
levels. The accreditation programme focuses on
empowering primary schools (pupils, teachers
and parents) to engage in cycling and is based
on the principle of recognition. Schools work
their way up an awards scale from a bronze to
a gold star accreditation, based on how much
they are doing to promote cycling and the mode
shift they achieve.
The Peer-to-Peer engagement programme
targets secondary school students aged
between 11-19 years. The STARS peer-to-peer
engagement programme aims to empower
groups of students and give them the tools
and ownership to develop, implement and
monitor behavioural projects for peers in their
schools, with a focus on increasing cycling and
other sustainable modes. The principle of the
programme is that students are more likely to
persuade their peers using their own ideas
and activities.
Each STARS school, in the peer-to-peer
programme, recruited a group of students to
act as Youth Travel Ambassadors to encourage
their classmates to actively participate in the
Cycle Challenge and to design and carry out other
activities to promote cycling and active travel.
 Youth Travel Ambassadors are the students
responsible for carrying out campaigns and
activities to encourage their classmates to
cycle more.
 All schools were encouraged to participate
in the Cycle Challenge; a website was set
up where students could track their cycle trips
and compete with their classmates, as well
as against other schools in their city and
across Europe.
Cities have undertaken two implementation phases
over the course of the project. This allowed partners
to adapt the methodology in phase two based on
learning and exchanges between partners.
STARS ran from April 2013 to March 2016. The
Project involved nine partners drawn from mobility
experts, city authorities, leading research and
networking organisations.
This publication, presents the outcomes and
lessons learned from our demonstrations to inspire
other cities and mobility stakeholders to deliver
STARS programmes of their own. We suggest you
visit our website to download a comprehensive set
of guides and tools which will allow you to deliver
successful projects of your own.
http://starseurope.org/index.php
3
1.1 Project partners
The STARS project was coordinated by the London European Partnership for
Transport (LEPT) and supported by 13 partners from 9 countries.
The STARS cities:
 London, UK (Hackney)
 Edinburgh, UK
 Krakow, Poland
 Budapest, Hungary
 Madrid, Spain
 Milan, Italy,
 Brussels, Belgium
 Bielefeld, Germany
 Province of Noord Brabant, Netherlands
Edinburgh
London Borough
of Hackney
Province of Noord Brabant
Bielefeld
Brussels
Krakow
Budapest
Milan
Technical Experts:
 LEPT (London Councils), UK
 Polis, Belgium
 Mobiel 21, Belgium
 DTV Consultants, Netherlands
 GEA 21, Spain
Madrid
Map of implementation sites
1.2 Specific objectives
The overall aim of the STARS project was to take the tried and tested
behaviour change approaches of accreditation and peer-to-peer engagement
to achieve a modal shift away from the car to cycling and other active modes
for the journey to and from school.
The STARS objective was to create a long lasting
toolkit of measures which could be rolled out to
municipalities across Europe. The four main specific
objectives therefore were:
 To develop a network of Youth Travel
 To achieve modal shift from the car towards  To share knowledge amongst cities, regions, and
cycling from the overall STARS programme.
 To set up a pan-EU programme of accreditation
to allow primary schools to work independently
to deliver increased cycling level and commit to
monitoring and evaluation.
Ambassador Schemes (YTAS), which provide the
tools to encourage secondary school pupils to
increase cycling levels amongst their peers.
schools to develop a pan-EU agenda to improve
sustainable mobility for the journey to school.
STARS report Introduction to the project
1.3 What is the goal of STARS?
The STARS accreditation scheme and peer-to-peer engagement programme
empowers schools and groups of students to consider cycling and other modes
of sustainable travel. Through both programmes STARS Europe helps to:
 Increase active travel
Provide information to students and parents
about the different modes of transport for
travelling to school
 Raise awareness of road safety
 Increase community safety
 Improve safety and accessibility of routes to and
 Address the environmental impact of car use
 Reduce the number of students travelling to  Improve the health and wellbeing of children  Increase children’s autonomy in relation
school by car and increase the number of
students walking and cycling
from schools
through exercise
to transport
1.4 Why STARS?
Journeys driving children to school account for a large proportion of travel
undertaken by households and are therefore also contributing to some of the
challenges that our cities face with regards to congestion and emissions.
The STARS project addressed school journeys to bring about a change
in travel behaviour.
Three main drivers for this change are:
 School journeys have the same destination
every day and so are easy to target.
 The journey to school is usually short,
i.e. less than five kilometres, which
can easily be covered by bicycle.
 A long-term change in travel
behaviour requires the early
involvement of children and
young people.
5
5
2. Preparing to implement
your own STARS project
2.1 Implementing the STARS methodology
The Accreditation and YTAS programmes were carried out by the
following parties:
 Youth Travel Ambassadors (YTAs): Students
in the participating secondary schools who
were given responsibility for developing and
implementing youth-led awareness-raising
activities which target their peers and the wider
community. They surveyed their classmates’
travel behaviour and through regular meetings
with the STARS Advisers, designed activities to
encourage their peers to participate in the Cycle
Challenge and to cycle more in general.
 STARS Accreditation Working Group:
The Working Group is the motor of the STARS
project in primary schools. Members can be
teachers, representatives from the school board,
pupils and other stakeholders, but there should
be a balance between all members. Members
of the Working Group organise and implement
activities to reach the schools objectives on
sustainable travel behaviour.
 STARS Champion: This was a school staff
member who was responsible for supporting
the Youth Travel Ambassadors. This role should
normally be adopted by a teacher or member of
staff who can maintain regular contact with the
students and support the teams with materials
and room bookings.
 STARS Adviser: This was a dedicated staff
member from within the STARS project.
They were responsible for maintaining regular
contact with schools and providing them
with the necessary skills and guidance to
promote cycling.
2.2 Methodology: Accreditation Scheme
in Primary Schools
The accreditation programme focuses on empowering primary schools
(pupils, teachers and parents) to engage in cycling.
The accreditation programme is based on the
principle of recognition. Schools work their way
up an awards scale from a bronze to a gold star
accreditation, based on how much they are doing to
promote cycling and the mode shift they achieve.
The STARS Europe project has developed a
standardised criteria outlining what schools are
required to do to reach each accreditation level.
STARS schools are encouraged to organise lessons
and activities to promote cycling to and from school.
1. Recruiting Schools: Selecting schools is a
complex task and an important one. Schools were
selected based on a number of considerations:
Schools in areas where improvements in
the design of roadways and public spaces
was required.
STARS report Preparing to implement your own STARS project
6. Activity Plan: Each school was required to
define a local Activity Plan at the start of the
Accreditation process. The STARS Activity Plan
allows schools to determine where they already
qualify on the STARS criteria, as well as to plan
and report on their activities.
 Schools in areas which had been identified as
having a problem with congestion.
 Schools in areas which had good infrastructure
that supported sustainable modes of transport.
Once the schools had been identified, STARS
advisers contacted the schools to engage with
teachers to explain the Accreditation Scheme,
the benefits and support offered by the
local authority.
7. Implementation of Activities: This is the
‘action’ phase where schools carried out
their activities.
2. Local Workshop: A local workshop for all
schools participating in the scheme was held
to provide more detailed information on the
project. In addition, these workshops provided
an excellent way of generating a network among
schools that allowed them to share experiences
and best practice ideas.
8. School Audit Report: Audits are an essential
component for:
 Assessing the school ethos with regards to active travel
 Evaluating the school’s activities against the STARS criteria
 Measuring the impact of actions implemented
3. Letters of Commitment: Schools were required
to formally confirm their participation in the
project by signing a letter of commitment.
4. STARS Adviser: The STARS Adviser is a
dedicated staff member from the STARS project.
They were responsible for maintaining regular
contact with the schools and providing them with
the necessary skills and guidance to promote
cycling in their schools.
9. Accreditation Award: As an additional incentive
to participate in the accreditation process
schools received awards at local ceremonies
and events.
5. STARS Working Group: The STARS Working
Group is the motor of the STARS programme
within the school and are responsible for
organising and implementing activities.
The STARS working group should be made
up of teachers, school management, pupils
and parents.
in terms of modal shift
 Determining the school’s score and the level
of accreditation they have achieved
10. GOLD Accreditation: The aim is that all
schools will reach gold accreditation. Schools
can continue to run the STARS programme
carrying out activities until they reach the final
goal of gold accreditation. Once a school has
reached gold accreditation it does not have to
be the end of the programme, these schools
can become ambassadors for other schools
providing support and best practice ideas.
1
2
3
4
5
Schools ARE
informed
about STARS
Europe
Schools
take part
in a local
workshop
Schools
sign a letter of
commitment
Schools are
assigned a
STARS adviser
Schools set
up a STARS
working group
10
9
8
7
6
Schools work
towards Gold
level
STARS Advisor
award schools with
Bronze, Silver or
Gold accreditation
Schools report
on modal shift
data in January
and June
Schools carry
out activities
with guidance from
the STARS adviser
Schools develop
and fill out an
activity plan
7
2.3 Methodology: Peer-to-peer Scheme
in Secondary Schools
The peer-to-peer engagement programme targets secondary school students
(11-19 years). The STARS peer-to-peer engagement programme aims to
empower groups of students and give them the tools and ownership to
develop, implement and monitor projects for peers in their schools, with
a focus on increasing cycling and other sustainable modes.
1. Recruiting Schools: STARS Advisers contacted
the schools to engage with teachers and explain
the peer-to-peer programme and the benefits
and support offered by the local authority.
2. Local Workshop: Each city organised a
local workshop, bringing together the STARS
Advisers responsible for coordinating the STARS
activities, as well as representatives from the
participating schools (headmasters, teachers,
students) and other stakeholders (police, local
authorities). A detailed presentation on the
project was given and schools were given the
opportunity to ask questions.
their classmates’ travel behaviour and deliver
their Cycle Challenge campaign along with
any other campaigns that they come up with.
The key to the success of the scheme will be
empowering the students to take ownership of
the programme and to independently implement
their campaigns. The result will be a structured,
youth-led scheme where student teams design
and run their own campaigns, aimed at their
peers, promoting sustainability, road safety, and
active travel in the community. Students were
provided with the following:
 Training for surveying current travel behaviour
and issues at their school
3. Letter of Commitment: Schools were required
to formally confirm their participation in the
project by signing a letter of commitment.
4. Appointment of a STARS Adviser and
STARS Champion: Once the letter of
commitment was signed, the school was
assigned a personal STARS Adviser. The STARS
Adviser was responsible for maintaining regular
contact with the schools and providing them with
the necessary skills and guidance to promote
cycling in their schools.
5. Youth Travel Ambassador Group: The Youth
Travel Ambassador Scheme can start as a new
initiative or build on existing youth groups in the
school. The STARS Adviser should organise an
information session in collaboration with the
school’s STARS Champion to give students
details about the programme and what is
expected of the Youth Travel Ambassadors.
6. Guidance, training and planning: The next
step is to provide guidance and training to
the students who have been recruited to give
them the skills and resources needed to survey
Resources to enable students to do it themselves,
such as survey templates, guidance, and tips
 Examples of how to plan develop and
deliver a campaign, including examples of awareness raising activities from different European countries
 Skills in monitoring behaviour change
and reporting
7. Travel Behaviour Survey: Using the YTAS
toolkit, the STARS Adviser held one or two
interactive meetings with the Youth Travel
Ambassadors to familiarise them with the topic
of travel behaviour research. In a subsequent
meeting, the students designed a survey which
was carried out independently.
8. Implementation of Activities: This is the
‘action’ phase where students carried out their
activities.
STARS report Preparing to implement your own STARS project
9. Cycle Challenge: The youth of today are
often called the “game generation”. To
convince secondary school students to cycle
to school, the STARS project has developed
a fun online game to be carried out during the
Cycle Challenge. The Cycle Challenge is the
culmination point in each year of the Youth
Travel Ambassador Scheme, where the students
themselves develop campaigns to promote
cycling and other sustainable modes of
travel to school and participation in the
four-week Challenge.
A dedicated website with a “gamification”
element, linked to the project website
www.starseurope.org, and is available
in eight languages
10. Evaluation: The Youth Travel Ambassadors evaluated their project with the support of
the STARS Adviser and STARS Champion.
1
2
3
4
5
Schools are
informed
about STARS
Europe
Schools
take part
in a local
workshop
Schools
sign a letter of
commitment
Schools are
assigned a
STARS adviser and
appoint a STARS
champion
Schools set
up a Youth Travel
Ambassador
group
10
9
8
7
6
Youth Travel
Ambassadors
survey students’
travel behaviour
Youth Travel
Ambassadors
regularly meet
with STARS
adviser and
STARS champion
Youth Travel
Ambassadors,
STARS adviser
and STARS
Champion evaluate
the project
Schools
participate
in the cycle
Challenge
Youth Travel
Ambassadors
conduct
awarenessraising activities
for cycling and
other sustainable
modes
9
3. S
TARS Implementation
– Case Studies, Lessons
Learned & Best Practice
This section outlines a range of case studies and activities that have been
delivered by schools in our nine implementation cities. All activities can be
replicated by other schools and cities looking to implement STARS.
Implementation in the London Borough of Hackney
Youth Travel Ambassador Scheme:
 A total of 11 secondary schools
participated across 2 school years.
In total more than 100 pupils become
Youth Travel Ambassadors across the
11 different schools.
Accreditation Scheme:
 A total of 33 primary schools
At the end of 2 years, 10 schools
achieved Gold Level, 6 achieved Silver,
and 14 achieved Bronze.
Go Green Cycling Event: This was a wholeschool cycle event to launch the cycle
challenge in the Olympic park. Students could
take part in cycling races, BMX Skills training
and Dr. Bike Sessions.
Tawhid Boys School
8 YTAs recruited
25-30 activities
STARS report What have we learned that others can learn from
Implementation in Edinburgh
 A total of 11 secondary schools were
engaged across 3 school years.
 A total of 36 primary schools
Cycle Speedway: Liberton High School
hosted ‘Cycle Speedway’ sessions
throughout the STARS programme which
enabled schools from across Edinburgh
to come and try out the exciting sport of
indoor cycling.
Secondary school pupils attended two-hour
coaching sessions, by the end of which they
were able to compete in races to get the feel
of what competitive track cycling actually
feels like. These exciting excursions helped
to increase and sustain levels of cycling to
school amongst participants.
Liberton High School
8 YTAs recruited
4 activities each month
Implementation in Milan
 A total of 12 secondary schools
engaged.
lessons took place in the school year and a
petition was set up to ask for traffic calming
interventions in the neighbourhood.
 A total of 20 primary schools were
We are born to walk: Families were invited
to travel to school in a more sustainable
way. Road safety lessons and bikeability
Piscane Primary School
Silver accredited
13 activities held
11
Implementation in Madrid
engaged across 2 school years with 253
Youth Travel Ambassadors recruited.
All of these schools are still working
on STARS in 2016.
We are not aliens, nor superheroes
initiative: Montserrat school invited all the
STARS schools to join “We are neither aliens
nor superheroes” day. Around 220 children
and 20 adults gathered in the Retiro Park
and cycled through the streets of Madrid.
The slogan tried to transmit how riding a bike
in Madrid should be the most ordinary thing in
the world. This normalised cycling to school
for students and their parents.
Monserrat Primary School
Gold accredited
42 activities held
Implementation in Bielefeld
Bicycle Action Day: On the action day an
obstacle course was set up to test pupil’s
skills levels. Safety courses were held and
pupils undertook an observation of the
school traffic situation. This really empowered
children with practical skills to cycle safely
and increase confidence.
Gesamtschule Bielefeld-Quelle
9 YTAs recruited
Implementation in Krakow
Escape on two wheels: Primary School No.
1 in Krakow is organizing a bicycle ride under
the slogan “Escape on two wheels” as part of
the STARS project. As part of the bike ride a
contest was held for the best cyclist costume.
The event was attended by more than
130 cyclists; including teachers, parents
and pupils and the winners of the competition
were awarded with a prize.
Primary School No1.
Silver accredited
30 activities held
Implementation in Budapest
engaged across 2 school years with
a further 2 secondary schools engaged
to continue for a third year.
engaged across 2 school years with
a further 3 primary schools engaged
to continue for a third year.
Traffic Safety Track: The KTI Institute for
Transport Sciences, a dedicated partner of
BKK Centre for Budapest, offered their help
by lending STARS schools with traffic safety
equipment which allowed the schools to
simulate traffic situations and give students
the chance to practice cycling on the road.
This targeted the common barrier of road
safety fears.
Kandó Téri Primary School
Silver accredited
26 activities held
13
Implementation in Brussels
Red Carpet Day: The activity was used to
record the number of pupils travelling to
school by bike compared to the number at
the start of the school year. A red carpet
was rolled out to welcome cyclists to the
school and cyclists were rewarded with a
box of cycle gadgets (flag, cycle lights, and
hi-vis materials). The number of cyclists was
recorded by putting stripes on a poster
right next to the red carpet. In total
71 students and teachers arrived by
bike; that’s 51 more cyclists than at the
beginning of the school year.
Maria-Boodschap Lyceum
7 YTAS recruited
20 activities held
Implementation in Noord Brabant
A
total of 24 primary schools were
Reflection Day: The province of NoordBrabant held a competition to determine
which school should represent the province
at the closing ceremony of the STARS project
in Brussels. Schools that wanted a chance
to win the trip to Brussels had to present
their best practice idea. The International
School Eindhoven was the winner with their
Reflection Day activity. The school held a
poster competition to promote the importance
of wearing the right clothing whilst cycling and
walking in the dark. All pupils were invited
to make a poster to promote reflection day.
The poster had to include the following:
 A photo of the pupil wearing
reflective clothing
 Information about Reflection
Day (dates)
 Information about safety and
reflective clothing
As winners of the competition two students
from the school were invited to the STARS
final conference in Brussels providing an
opportunity to meet other students from
across Europe that participated in the
STARS Europe programme to share best
practice ideas.
Eindhoven International School
Bronze Accredited
STARS report Lessons learned and best practice
Lessons Learned and Best Practice
A core part of the STARS project was to mutually learn from the application of
the STARS programmes in different cities.
 Incentives: The use of incentives or rewards
were used in the majority of the activities
undertaken. The positive effect of rewards
generating the desired change in behaviour
has been psychologically proven. Incentives
and rewards do not need to be high in cost. For
example, certificates for participants at an award
ceremony. In addition, if rewards are given,
it is recommended that they support the goal
of the activity.
 Competition: The added element of a
competition can lead to an increase in motivation
and achievement. However, it is important to
recognise the achievement of all participants that
are making a switch from car use towards other
sustainable modes of transport when travelling
to school.
 Closing the Activity: Once an activity has been
completed it is important to review successes,
challenges and lesson learned. In addition,
activities are a good opportunity to gather data
and information from cyclists.
 Teacher Workshops: Create a network of
teachers and key stakeholders promoting cycling
and other sustainable modes of transport to
school as well as providing schools with the
opportunity to share lessons learned, best
practice and experiences.
tackle a variety of issues that schools or cities
may be facing; congestion, safety, infrastructure,
noise pollution etc. By supporting local policies,
STARS activities can act as an umbrella for
previously fragmented mobility schemes.
 Mutual Learning: Partners exchanged ideas of
best practice. For example the School Streets
project implemented in Edinburgh was borne out
of a similar scheme run in Milan.
 Visibility: Ensuring the project was visible was
essential for engagement. Students designed
and created posters to display around the school
and had project T-shirts that could be worn
when competing and participating in activities.
 Partnering and linking events to other
sustainable projects: Many partners held a
number of events in conjunction with activities
undertaken during European Mobility Week and
other events in promoting sustainable mobility
for maximum impact.
 Targeting Parents: Communication with
parents is key, especially in primary schools,
where they are more likely to choose how
children travel to and from school. In order
to ensure parents were engaged, activities
were designed to bring parents, pupils and
the school together.
 Flexibility: The STARS project offers flexibility
and can be tailored to fit the school’s curriculum.
In addition, STARS activities can be used to
15
Successes
A brief outline of some of the key successes and main events across partner
cities are outlined below.
 Bike Around the Borough (BATB): Organised
by Hackney Council in partnership with the
Metropolitan Police and sponsored by Volker
Highways and Berkeley Homes, saw hundreds
of young cyclists from more than a third of the
borough’s schools complete a nine-mile circuit
of Hackney. It was the second largest ‘bike bus’
in the world, with 873 school children, staff and
parents taking part, missing out on breaking the
bike bus World Record by just eight riders.
 Walking & Cycling Buses: In the second year of
STARS, 16 out of 22 primary schools in Madrid
carried out several routes of bike trains and
walking buses. Bike trains and walking buses
have been identified as one of the best tools to
encourage pupils and parents to switch from
travelling by car to either cycling or walking.
 STARS Cycling Challenge: The second
edition of the Cycling Challenge in Krakow, ran
from 18 May 2015 to 12 June 2015. Nine postprimary schools involved in the STARS project
participated with more than 200 students and
teachers enrolled in the Challenge.
The Challenge was unique in allowing
participants to not only declare bicycle trips
but also trips taken on foot. Over the four
week challenge students cycled and walked
over 3000 km.
 City Cycling Bielefeld 2015: 13 STARSschools in Bielefeld participated in the city’s
cycling event. 939 STARS pupils competed
and cycled 60,843 km, that is 1.51 times the
circumnavigation of the equator and a CO2
saving of. 8,761 kg.
 Cyclopride: The most visible interaction with
other initiatives was the annual Cyclopride event
in Milan. The event took place in May 2015 and
saw 20,000 people cycling on the same city
route. The parade was led by STARS students
wearing their STARS T-shirts.
 Exchange Trips: Students from Bielefeld visited
students in Edinburgh. During the trip students
from Bielefeld had the chance to test out a smart
phone app, which is able to locate the safest
route to school.
Example activities
The aim of these activities is to promote the use of sustainable modes of
transport to school, to foster a positive attitude towards active travel in
children, and at the same time encourage parents and families to reconsider
how they travel. These activities successfully gave STARS momentum and
helped support goals to cut congestion and decrease emissions.
All of the activities listed below can be adopted according to the city’s
or schools goals, target groups and budgets available.
Car Free Day
Purpose: Encourage staff and parents that are
consistent car drivers to consider other modes of
transport for their journeys.
Description: The aim of the Car Free Day is to
challenge staff and parents to abandon the car for
a day in favour of walking and cycling. It may be
especially useful in schools where car levels are
high, there is a driving culture in the staffroom or
where people are resistant to change.
as Cycling Champions,
who will encourage their
colleagues and parents
to get involved.
“We did the
staff biking
social
after car fre
e day and
everyone lo
ved it.
People wan
t to do it
every month
now...”
Kym Foley,
Wentwor th
A Car Free Day can be undertaken in multiple ways,
but works best when some form of incentive is
offered to encourage those who normally drive to
try an alternative way of travelling. It is important to
work with motivating elements within a school, such
School Streets project
Purpose: To reduce congestion around the school
and improve road safety by encouraging walking
and cycling.
Description: The aim is to reduce traffic on the
street immediately outside the school gates by
restricting the times when cars can be driven. An
exclusion zone around the immediate vicinity of the
school is set and cars are banned from driving on
these streets for an hour at the beginning and end of
the school day. This is controlled by special lighted
signs that flash when the closure is in operation.
17
Kiss and Ride - Red Carpet project
Purpose: To reduce congestion by dropping school
children at a specific spot away from the school and
let them walk the rest of the way.
Description: The Red Carpet activity was
undertaken in the city of Bielefeld by schools
facing problems with heavy congestion around the
immediate vicinity of the school. In order to reduce
congestion around the school, a designated site
away from the school is identified for parents to
drop-off their children who then walk the rest of the
way to school by teachers or volunteers. In order
to promote the activity, in the City of Bielefeld,
children were welcomed by a costumed person
on a red carpet. The person greeting the student
wore a different costume every day so that students
were excited to see what the next costume would
be. In addition, incentives were used to increase
participation and award participation. To record
participation, students were given a card at the
start of the week which was stamped each time
they used the drop-off site. At the end of the week
students who had collected three or more stamps
were rewarded with a reflector mouse.
Bike T-shirt Painting Competition
Purpose: To encourage pupils to think about
cycling as a mode of transport to school. The
activity is used to support other events promoting
sustainable modes of transport to and from school.
Description: The bike T-shirt painting competition,
undertaken in Krakow, allows pupils to design and paint
their own t-shirts related to cycling with a prize given
for the best T-shirts. The activity indirectly promotes
sustainable modes of transport to school, fostering a
positive attitude to active travel in children. The activity
can be used as an introduction to other events with
pupils wearing their T-shirts to other cycling events.
It is suitable for winter months in countries where it is
difficult to cycle during the whole year.
STARS report Evaluating your own STARS project
4. Evaluating your own
STARS project
STARS evaluation
Monitoring and evaluation of the project results were undertaken by GEA21.
This section provides an overview of the methodology used, the evaluation
process, the results and benefits achieved.
To assess the impact of the STARS project, both a quantitative and qualitative
assessment has been undertaken.
Quantitative Assessment:
A ‘Hands-Up’ survey was conducted in both
primary and secondary schools at the start and end
of the school year to identify travel habits of both
pupils and teachers before and after the programme
had been implemented. The questionnaire surveyed
the mode of transport used to travel to school, the
participants desire to change their travel habits
and the distance travelled. Collecting data before
and after the programme has been implemented to
evaluate modal shift, and the impact in emissions
and energy savings.
Qualitative Assessment:
In addition to the above, a further survey was
conducted to determine the barriers and enablers of
switching travel modes. In all nine implementation
cities an analysis was also undertaken to determine
the mobility options available in the city and around
the immediate vicinity of the school.
Behaviour and Attitudinal
Analysis:
STARS deals with both attitudinal change and
behavioural change. For most people a change
in attitude towards cycling is a necessary precondition before changing their mobility behaviour.
Attitude in this context is the way people look at
cycling as an appropriate transport mode for solving
their transport needs.
Behaviour is the way people act. It is an external
characteristic often linked to the internal attitude.
From a campaigning point of view, it is important
to measure the attitudinal shift alongside the
behavioural change, as stated by the MaxSem
model. Realising an attitudinal shift via STARS
campaigns, even if the modal shift is limited is still
a strong result of the action.
MaxSem is a model designed to monitor an
individual’s change in mobility attitude and
behaviour which is used as a series of transitional
stages which individuals progress through to reach
the final stage of behavioural change.
19
Evaluation methodology:
Accreditation programme
The Working Group together with
the STARS Advisers are responsible
for evaluating the programme. They
determine the baseline measurement,
set targets and evaluate the activities
undertaken to determine the schools
objectives on sustainable travel
behaviour and accreditation
level achieved.
1. STARS Activity Plan: Baseline Measurement
In order for schools to achieve one of the
accreditation levels, a STARS Activity Plan must
be drawn up. The STARS Adviser along with the
schools will determine the current ‘status’ of the
school in terms of their position in promoting
sustainable travel. In order to do this, a hands-up
survey is conducted on both pupils and staff
to identify their current travel habits for travelling
to schools; this provides a baseline from which
targets are set.
After each accreditation round, schools reviewed
their activity plan, updating it for the following
school year. The baseline is used for evaluating
and reporting.
2. Online Reporting:
Each school was given their own account on the
STARS Europe accreditation website. The website
allowed schools to enter all information pertaining
to their activities directly online in order to generate
their Activity Plan. This then gives an overview
of their current status, which allows them to see
where additional effort is needed and which of the
criteria to focus on, in order to reach their desired
accreditation level. Within the website account,
the school was able to upload documents and
outputs from their STARS activities. The STARS
Working Group is responsible for providing all
documentation and evidence of actions undertaken
to the STARS Adviser, so they are able to carry out
the STARS Accreditation Audit.
3. STARS Accreditation Audits:
Audits are, essential component for assessing
the success of the STARS programme. The audits
aim to:
 Assess the school’s ethos with regards to
active travel
 Evaluate the school’s activities against the
STARS criteria
 Measure the impact of the actions implemented in terms of modal shift
Determine the school’s accreditation level achieved
The STARS Adviser is responsible for assessing
the school to determine the accreditation level
achieved. To qualify for the Bronze, Silver or Gold
level, the school must be able to show that they
have been actively participating in the STARS
programme, and that there was ongoing attention to
traffic education, a safe environment, and activities
that promote the switch from car travel to cycling,
walking or public transport.
The STARS Europe programme has developed a
standardised checklist with criteria, based on which
the schools can achieve an accreditation level
of Bronze, Silver or Gold. This is available on the
STARS website.
The aim is that all schools will reach gold
accreditation. Schools can continue to run
the STARS programme carrying out activities
until they reach their final goal of being awarded
Gold Accreditation.
STARS report What your own STARS project can expect to deliver
Evaluation methodology: YTAS programme
Youth Travel Ambassadors are responsible for evaluating their own project;
with the support of the STARS Adviser and STARS Champion. The evaluation
consists of two pillars:
 Impact on travel behaviour: The impact on
the travel behaviour is measured using data
recorded by students on the Cycle Challenge
website. The website will give insight into the
effectiveness of the Cycle Challenge campaign
and related activities. It is also possible to have
follow-up measurements in the next school
year by asking all students who previously
participated to update their profile and travel
habits and to check if the campaign activities
have had a lasting effect on their travel
behaviour. To evaluate the impact of other YTAS
activities, a follow-up travel behaviour survey
should be launched to examine behaviour
change at the school level.
 Process evaluation: The Youth Travel
Ambassadors evaluated the meetings they had
with the STARS Adviser and STARS Champion,
their internal cooperation as a team, and the
activities they organised. In the last case a short
survey was conducted among classmates to
get feedback from external parties. The teams
can then summarise the data into a set of
lessons learned.
5. What your own STARS project can expect to deliver
5.1 Results
Accreditation Programme:
Primary Schools
Peer-to-Peer Engagement:
Secondary Schools
In total 188 primary schools were recruited
across the project lifetime. 114 primary schools
have continued to implement the STARS project
for a third year. This is a clear indicator of the
transferability and popularity of the STARS
approach.
Programme: In total 84 schools set up Youth
Travel Ambassador Scheme; organising
meetings, preparing and implementing activities
and evaluating both process and results of the
programme. More than 51,000 students have been
involved in the campaigns developed by 600 YTAs;
with over 1,000 activities carried out.
Across our partner cities the STARS programme
has worked with more than 79,000 primary students
and 8,000 teachers.
21
CO2 Savings:
436 ton CO2e saved by 191 Primary
STARS schools in 2013-15
458 ton CO2e saved by 71 Secondary
STARS schools in 2013-15
894 ton CO2e saved by all STARS
schools in two years
447 ton CO2e saved per year
A 20% of the project objective
Modal Shift:
Primary Schools: Over the course
of the project a 5.7pp modal shift
from motorised modes to active
modes of transport has been
recorded.
Secondary Schools: Over the
course of the project a 8.8pp
modal shift from motorised modes
to active modes of transport has
been recorded.
5.2 Benefits of STARS
 Reduction in CO2 emissions and noise pollution.
 Tackles issues of congestion.
 Improves health, both in terms of better air
quality and reducing the sedentary lifestyle.
 Academic performance: It has been proven
that pupils who walk or cycle to school will
perform better.
 The YTAS offers a new approach for young
people to engage with transport issues which
affect their school and the wider community,
while gaining valuable skills and experience.
Through the YTAS programme, participants
develop initiative, determination, resilience,
and skills in leadership, relationship building,
communications, presentation, teamwork and
problem solving.
STARS report Legacy cities
5.3 Policy implications
 EU energy and environmental policy goals:
The uptake of cycling and walking in cities will
help Europe achieve its ambitious 20-20-20
goals (20% increase in energy efficiency, 20%
reduction in CO2 emissions and 20% renewables
by 2020). The uptake of more sustainable modes
of transport also results in reductions in other
toxic pollutants – such as PM2.5 and PM10 thereby improving air quality and public health.
 Health: Through walking and cycling more,
STARS can be a powerful way of incentivising
children and adults to carry out more physical
activity thereby tackling the challenge of obesity,
its related illnesses and the ever increasing costs
on health services.
STARS programme was used to raise awareness
of the issue and promote a shift to more
sustainable modes of transport which will help
reduce the number of cars on the road.
 Road safety: By normalising the habit of
children and adults arriving at the school gate by
bike or foot, the number of circulating or parked
vehicles in this key area is reduced, improving
sight lines and hence safety. This also gives
authorities the opportunity to slow down or
restrict access through infrastructure measures.
 Productivity: The act of reducing peak time
road congestion has positive impact on journey
time reliability and hence economic productivity.
 Congestion: Many of our city partners used
the STARS programme to support their wider
transport policies of reducing congestion. The
6. Conclusion & key findings
 Incentives: The use of incentives and rewards
is used in the majority of STARS activities
outlined below. The positive effect of rewards
generating the desired change in behaviour has
been psychologically proven. Incentives and
rewards do not need to be high in cost.
For example, certificates for participants at an
award ceremony. In addition, if rewards are given
it is recommended that they support the goal of
the activity.
 Competition: The added element of a
 Teacher Workshops: Create a network of
teachers and key stakeholders promoting cycling
and other sustainable modes of transport to
school as well as sharing experiences, lessons
learnt and challenges across the network.
 Legacy: STARS has proven to be a transferable
and successful methodology across European
Schools and cities. Work is ongoing to examine
ways in which the Accreditation and YTAS
programmes can continue to expand to leave
a lasting legacy for STARS Europe.
competition can lead to an increase in motivation
and achievement. However, it is important to
recognise the achievement of all participants that
are making a switch from car use towards other
sustainable modes of transport when travelling
to school.
 Closing the Activity: Once an activity has been
completed it is important to review successes,
challenges and lesson learned. In addition,
activities are a good opportunity to gather
data and information from cyclists.
23
7. External Advisory Board
The External Advisory Board (EAB) included members from different sectors
and convened three times during the project lifetime, to provide advice, quality
assurance and recommendations to help steer the projects progress.
All partners from the STARS project would like to thank members of the EAB
for their support, recommendations and insight during the projects lifetime.
Members of the EAB:
Project coordinator
Helmut Paris, Ministry of Mobility and Public Works
Ross Butcher, Modeshift
Nick Butler, Parose Projects
Marianne Weinreich, Weinreich Mobility
Andrew Luck
[email protected]
For additional copies or copies in other
languages, please contact:
Further information
Project dissemination manager
http://starseurope.org/index.php
Giacomo Lozzi, POLIS
[email protected]
black
11 mm clearance
all sides
white
11 mm clearance
all sides
CMYK
11 mm clearance
all sides
Authors
Paul Curtis and Kate Mouncher (LEPT)
with input from all our project partners.
Graphic Design: Threerooms
January 2016 Copyright
All photos are provided by STARS cities and the STARS consortium.
Disclaimer
The sole responsibility for the content of this publication lies with the authors. It does not necessarily reflect the opinion of the European Communities.
The European Commission is not responsible for any use that may be made of the information contained therein.

STARS Final Report

Transkrypt

Podobne dokumenty

Wykład 11 (pdf, po angielsku)

Willem Luyten - National Academy of Sciences

MOAB 2015 Sponsors.cdr