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There are the direct and indirect results of the project activity on those who have been involved in it as beneficiaries or as intermediary targets or as implementers or participants – by beneficiaries we mean children, young people and women who will ultimately benefit from the project; by intermediaries we mean those targeted by the project because they in turn will bring benefit to the children, young people and women (for example teachers, or social workers); by implementers, we mean the project coordinators and partners, who stand to learn from the experience of running the project; and by participants we mean anyone who comes to a meeting organised by the project, or who attends a training workshop, for example.
There are the immediate results that are otherwise known as project output – for example reports, studies, training materials, information products and so on. And included in these are the projects' reports to the Commission, since they are used for example as a basis for what goes into the Daphne Toolkit.
The project also results in lessons in a number of areas: there will be lessons about violence, lessons about protection or rehabilitation or support for children, young people or women. There will be lessons about national and regional structures, programmes and of course gaps and outstanding needs. But there will also be lessons about how the project progressed – how project coordinators dealt with the partnership, for example, the obstacles faced in getting data or information, the challenges met when managing the budget. These lessons – these ‘results’ – are both positive and negative and, whatever they are, are always useful, for example to others who are planning projects.
What is most often forgotten are the results that represent the potential you see in your project for others. The Commission's Daphne team has often found during project visits that organizations are surprised at the potential that we can see in their project, because they are so intent on running their project that they do not see beyond the day-to-day tasks. A project might have potential for adaptation to be used in other EU countries, or contexts. It might already show potential to be developed further in a follow-up project. It might have potential to move beyond research, for example, into a pilot action project or a set of guidelines or policy indicators. In many ways, these results, the results that sum up future potential, are among the most useful.