This paper describes the collaborative partnership for the design and implementation of an evaluation study. The partnership consists of three key partners; a) four non-formal education providers addressing educational disadvantage in Ireland, b) researchers from an Irish University who serve as external evaluators, c) an Irish grant-making and social change organisation. The overarching goal of the participating non-formal education providers is to tackle educational disadvantage among vulnerable populations, with a specific focus on young people from Traveller, Roma, and Migrant backgrounds, as well as those experiencing rural disadvantage. The evaluation study, commissioned by the funding organisation and led by the research team, aims to capture the impact of the educational activities delivered by these providers in order to build an evidence base that will inform future initiatives in education practice and policy.

Early school leavers in Ireland are more likely to experience further marginalisation and barriers to accessing and completing higher and further education, with implications for career choices and employment security (CSO, 2019). Given the interplay between social class, ethnicity and nationality (Kennedy and Smith, 2018), students’ ethnic background can contribute to learning barriers and inequality in access to educational resources and provision. It is crucial to take into account the documented stigmatisation and marginalisation faced by the Traveller and Roma communities in Ireland (UNCRC, 2016), Thus, there is a pressing need for rethinking the approaches that address the challenges faced by groups experiencing educational disadvantage in Ireland. This emphasises the significance of adopting strategies in education that are tailored to their specific needs and circumstances.

Within the partnership, the research team aims to deepen our understanding of effective strategies to support educational progression for the identified target groups facing educational disadvantage. The evaluation framework is grounded in a differentiated Theory of Change Model (TOC) co-designed with the non-formal education providers and monitored by the funding body.  Against this backdrop, the project systematically analyses the educational outcomes for each of the participating education providers through the lens of SDG4: Quality Education. In this context, SDG4 is regarded as  a facilitator for addressing SDG 10: Reduced Inequalities, while educational activities in the programmes include a variety of SDGs (e.g. SDG5: Gender Equality through the involvement of girls in STEM).

In this paper we explore the following research question: 

What are the intricate dynamics of an effective partnership between three types of partners, (academic, funding bodies and charities) in tackling educational disadvantage?

The evaluation involves close collaboration with the funding body and key liaison staff from the participating education providers. More specifically, in the case of education providers addressing youth from the Irish Traveller and Roma community, our approach falls within the qualitative paradigm. For one of them, we are conducting in-depth interviews to delve into the lived experiences of a sample of 15 students, aiming to understand their encounters with exclusion and education. Similarly, education providers focusing on Traveller youths are evaluated through a qualitative methodology, supplemented by interviews with key individuals from local schools to gain insights into the broader community context. A mixed-methods approach is employed for the provider directed at girls in rural or underserved communities, integrating both qualitative and quantitative techniques. This initiative aims to engage participants in workshops exploring various STEM fields, including robotics, technology, and real-world problem-solving. The overarching goal is to foster the development of leadership skills. Finally, the evaluation of a programme targeting early school leavers from various backgrounds across Ireland also adopts a mixed-methods approach to capture a holistic view of the program's effects on students. These methodologies align with each project's unique characteristics, ensuring a comprehensive evaluation that captures the diverse experiences and outcomes of the four educational initiatives.

Drawing from our collaborative experience with various stakeholders in evaluating funded non-formal education provider initiatives, we seek to contribute to the discourse on establishing more effective partnerships for the development of a sustainable society. Our examination of partnerships involving academic, non-academic, and NGO contributors aims to provide valuable insights into the role of education in building a more sustainable society. The presentation will provide insights into arising conflicts of interest, ethical considerations and expectations within this partnership, with the overarching goal of contributing to the development of a more sustainable and equitable society. The anticipated outcomes of this paper include gaining an understanding of how the diversity of contributors, each with unique backgrounds, goals, and practices, shapes the effectiveness of these partnerships. Our exploration will identify key factors that either facilitate or pose challenges in sustainable partnerships, aligning with Sustainable Development Goal 17. Additionally, it will draw from a variety of SDGs, such as SDG 4: Quality Education, SDG 10: Reduced Inequalities and SDG5: Gender Equality. Finally, by delving into the dynamics of multifaceted partnerships and their connections to the community, the paper will offer insights into the pivotal role of education in sustainable transitions, while reflecting on how partnerships could become more effective to achieve quality education for all.

Central Statistics Office (2019). Survey on Income and Living Conditions (SILC) 2019: Poverty and deprivation. Dublin: CSO. Available at: https://www.cso.ie/en/releasesandpublications/ep/p-silc/surveyonincomeandlivingconditionssilc2019/povertyanddeprivation/ Kennedy, P. & Smith, K. (2018). ‘The hope of a better life? Exploring the challenges faced by migrant Roma families in Ireland in relation to children’s education’, Journal of Ethnic and Migration Studies. DOI:10.1080/1369183X.2018.1471344 UNCRC (2016). ‘Concluding Observations: On the combined third and fourth periodic report of Ireland’. UN Doc CRC/C/IRL/ CO/3-4 UN General Assembly, Transforming our world : the 2030 Agenda for Sustainable Development, 21 October 2015, A/RES/70/1. Available at: https://www.refworld.org/docid/57b6e3e44.html