Dr. Ciprian Fartusnic

Observatory for LLL, Romania

The development of the quality cycle included two dimensions: the necessary steps linked with the quality assurance process (the model of intervention) and the necessary steps linked with the provision of support for implementing quality assurance activities (the model of assistance). In the first dimension, we have focused on five key steps aiming at developing an inner system of quality assurance within learning regions partnership. In the second dimension, the focus is on the areas of assistance for building commitment, will and specific competences.

Our assumption is that a low level of motivation or experience could limit the effectiveness of the quality assurance process in learning regions. Therefore, a specific assistance is required and the provision of guidance could take various forms, form specific resources (i.e. guides, case studies, best practices etc.) to training (face to face, blended, online). The products of R3L+ projects are developed with a view of not being independently used by learning regions actor but rather to serve as an informed and documented basis for a training and assistance program. Just as Le and Kazis recommend challenging the long-held assumptions about what it means for all citizens to be sufficiently educated (2009), we think that in learning regions initiatives the

The two models (for intervention and for assistance) are inter-connected since a strong learning dimension is common to both: in the first case evaluation and review of interventions within the cycle are a key learning and improvement factor while in the second case the support is provided through experience-transfer and guidance.

As indicated in the Figure 2, the actors involved in learning regions partnership are starting within the cycle a new process of reflection on the degree of convergence between experience and expectations (in the given context). The analysis of actual performance, in comparison with the expected one, offers the partnership key information on areas where improvement interventions are needed. Given the accuracy of analysis, appropriate resources (human, physical, financial, of time etc.) are mobilised. Through this process, not only that learning regions becomes more "on track" following initial objectives, but also are able to understand better the added value of their intervention on specific target groups and in specific areas. This is why R3L+ project contributes equally to the valorisation of the learning regions outputs and outcomes, by creating the framework for a more in-depth look at the various areas of impact.

Fig. 2. Learning dimension of quality cycle model

The main components of the quality cycle, developed in several stages of the process (see Figure 3), are linked with:

- setting the stage for the quality assurance process (understanding better the context of the learning region initiative);

- informing the actors on the reference framework, main quality criteria and indicators relevant for the learning region quality assurance process;

- identification of main sources of data in relation with each criteria/indicator that will be used during the process;

- gathering evidences to document the compliance with the quality areas and indicators;

- filling in the matrix: comparing the required with the actual performance of the learning region initiative in each area defined within the project;

- deciding if evidences are enough and searching for further data, if necessary;

- providing feed-back and reviewing the learning region intervention (in terms of outcomes and processes).

The main stages of the cycle, in different colors in the figure, are and comprise the following: initiation of quality assurance process, gathering and interpreting of data relevant for the reference framework and all core criteria for quality, evaluation/decision based on the gaps identified and revision/review of learning region interventions based on the feed-back provided by learning regions representatives. The following sections will offer further details on each of these main stages of the cycle.

Fig. 3. Adapting the quality cycle to R3L+ approach

Last but not list, the main categories of actors involved in the learning regions are represented by the promoters and the practitioners within learning regions networks. They are both the direct beneficiaries of the quality assurance activities but also the ones directly involved in all phases of the cycle: providing information on the context (in initiation stage), gathering and interpreting data from different sources (in analysis stage), provision of feed-back and revision of learning region interventions (in decision and revision stages).

Another category of actors that should be taken into account is the one representing the target group of the learning region. It plays an important role in the analysis and in the evaluation/decision phase since it offers direct information on the impact of the learning region activities.

The actors providing various forms of assistance during the process (i.e. through information, training, awareness activities, guidance and counseling) also play an important role in the quality cycle. They support the learning regions representatives in all major stages, providing an overall methodology and specific tools for analysing in detail the progress of the learning region initiative and the corrective measures, if necessary. These actors could also play a role of outside evaluators of the degree in which the evidences are enough to document the compliance with the quality indicators defined within the methodology.

3.1. Initiation stage: introduction of R3L+ matrix

The initiation stage comprise the review of the R3L+ methodology from the perspective of a specific learning region partnership. As a first stage of the quality assurance process, this phase should clarify not only the way the methodology will be applied but also who are the main actors involved and what are the main outputs expected.

KEY Questions of Stage 1 = Which areas do you need to consider when you are working with quality in learning regions projects? What quality criteria and indicative descriptors could be used in a specific learning region partnership?  Who should be involved in the process? What type of assistance could a partnership get and how? What resources are available? What is expected from the quality assurance activity?

3.1. Initiation stage: introduction of R3L+ matrix

The initiation stage comprise the review of the R3L+ methodology from the perspective of a specific learning region partnership. As a first stage of the quality assurance process, this phase should clarify not only the way the methodology will be applied but also who are the main actors involved and what are the main outputs expected.

KEY Questions of Stage 1 = Which areas do you need to consider when you are working with quality in learning regions projects? What quality criteria and indicative descriptors could be used in a specific learning region partnership?  Who should be involved in the process? What type of assistance could a partnership get and how? What resources are available? What is expected from the quality assurance activity?

3.2. Assessment of expected vs. actual performance: measuring the gap

This stage is documented in R3L+ project by a wide range of good practice examples in the area of applying quality criteria and instruments in the learning region initiatives. The main focus is to find out the degree in which a learning region partnership performs in the areas indicated in R3L+ methodology and what are the descriptive indicators that need a particular attention for improvement.

KEY Questions of Stage 2 = To what degree the learning region partnership is aware of all the quality criteria indicated by R3L+ methodology? What are the descriptive indicators where a gap between expected and actual performance can be identified? What are the main sources of data? What are the main evidences used in this process? What are the roles of actors involved? How the main outcomes of this stage could be used?

3.3. Selecting improvement areas

Based on the results of the previous stage, at this point the quality assurance process is focusing on finding evidences/proofs for the assessment of a specific quality criteria.  This stage is also opening the way for collecting the feed-back of the learning region representatives involved in the quality assurance process and defining possible strategies for improvement. In the cases where all the evidences are supporting the compliance with a specific quality indicative descriptor, the learning region partnership will be concerned of finding specific intervention for maintaining this situation.

In cases where the evidences are not demonstrating the compliance with a specific quality indicative descriptor, further evidences should be gathered or specific improvement areas should be identified. The main outcome of this stage is a specific definition of activities aiming at creating the conditions to increase the performance in the case of a specific quality indicative descriptor.

KEY Questions of Stage 3 = What are the main evidences supporting the view on the gaps identified? Are these evidences enough for claiming that a specific criteria and descriptive indicator is followed by the learning region partnership? Could new evidence be identified? What are the possible improvement areas? Who should be involved and what responsibilities should be defined? What assistance learning regions representatives could receive in this stage?

3.4. Review of current interventions

Once specific improvement areas are identified, the learning regions representatives are expected to provide an in-depth feedback on mechanisms and resources for reviewing the existing interventions. This stage has  also a key role for an effective use of the learning acquired during the process. In particular, as special attention should be paid not only to outcomes/products but also to the process itself, as the quality assurance cycle could create the conditions for an effective convergence of various actors input. 

KEY Questions of Stage 4 = Based on what we have learned from this activity, how the interventions should be revised? How the activities of this stage should be documented? What resources should be mobilized? What is the expected impact of the revision process? Who should be involved? What assistance learning regions representatives could receive in this stage?