Swissocial methodology for children, adolescents and young adults: 

The Personal and Educational Development Index (PEDI)

For children, adolescents and young adults, Swissocial has developed and copyrighted the Personal and Educational Development Index (PEDI) methodology.

Based on age ranges, Swissocial has chosen a set of indicators covering the four elements of the Swissocial’s matrix. These have been adapted to the diverse circumstances of children, adolescents and young adults respectively. The age ranges to which each index applies may vary from country to country and culture to culture.

PEDI #1

Personal and Educational Development Index for children

Exclusive use for children from 6 to 11 years
This index uses eight indicators and 14 sub-indicators, according to the following scheme:
pedi 1 swissocial september 2023
PEDI #2

Personal and Educational Development Index for youth

Exclusive use for adolescents and young people
For both adolescents and young adults, eight indicators and 15 sub-indicators are used, according to the following scheme:
pedi 2 swissocial september 2023

What are the differences between them?

More information about PEDI #1 and #2
Although the indicators used for adolescents and young adults are the same, the questionnaires used to collect information contain some questions that are different. This is so as to adapt them to the different social circumstances and human development levels of these two groups. To quantify each of the indicators, the PEDI uses a scale from 0 to 100. Scores received by the beneficiaries in each of the evaluations (baseline and ex-post) places them at a point on this scale.
The scales of the indicators are adapted to the ages of the beneficiaries. The scale runs from 0 to 100, in which “0” represents absolute lack, and “100” the perfect conditions/behavior.
By assessing beneficiaries before the start of the project (baseline) and at successive intervals (ex-post), the changes in the eight variables can be quantified, and thus the impact of the project on beneficiaries.
To be able to attribute these changes to the project, it is necessary to have a control group, i.e., a population with characteristics similar to those of the beneficiaries, but which has not participated in the project. The variations in the values of the nine indicators between the beneficiary group and the control group measures the impact attributable to the project.
Data is collected through surveys whereby questionnaires are completed by the beneficiaries under the guidance of the evaluators. Data is collected from a statistically representative sample of beneficiaries.