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CORE QUALITY CRITERIA: CULTURE OF LEARNING
Main aspects important for quality assurance in the case of a specific quality area (i.e. culture of learning) |
INDICATORS
(CORE AND ADDITIONAL/DESCRIPTORS)
What might indicate quality in the partnership? |
EVIDENCE TO SUPPORT INDICATORS
What evidence is available to support the inclusion of the indicators? |
EXAMPLES FROM CASE STUDY:
KAUNAS, LITHUANIA |
| Learning objectives/outcomes are commonly defined and promoted within partnership |
Targets and benchmarks are discussed, defined and used by the learning region partnership |
Development of charters, learning contracts or agreements, use in the overall strategic documents of targets and specific benchmarks Review of regular reports including data (qualitative and quantitative on learning objectives and outcomes). |
The Learning City Council, Division of Education, also the Council of Kaunas Municipality invite experts for qualitative and quantitative evaluation of learning objectives and outcomes; the conclusions are presented at meetings held in these organizations. |
| Learning-based strategy to be mainstreamed into integrated local and regional development strategies. Inclusion of learning as a key element to respond creatively to the forces of change |
Capacity-centered learning provision, flexible ways and opportunities for transformative experiences of citizens and organizations. Formal, non-formal and informal learning for social, economic, cultural, political and personal development Enhancement of people's ability to work cooperatively together to understand and overcome their problems |
Embedding concepts of widening access and LLL in strategy documents Content of learning covers a vast array of subject areas. Learning is situated in diverse places generated by the partnership according to identified needs |
Council of Kaunas Municipality, the Learning City Council, Division of Education The strategy of Kaunas as a learning city, annual plans of the Division of Education, agreements of the learning city partnership |
| Learning gaps are documented and related with the quality system |
Exploration of diverse learning needs, analysis of barriers and learning failures and innovative ways of improving skills and knowledge Focus on issues related to the access of groups with disadvantaged backgrounds and documentation of their specific learning needs. |
Development and use of specific audit tools of work and citizenship needs (local/regional level) Specific methodologies/tools for identification of learning gaps explicitly defined and used. Review of specific disadvantaged groups needs reflected in the regular assessment of the learning region partnership. |
The Social Passport of the city, its building methodology
Report of the Division of Education
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| Capacities for learning promotion are created/developed |
Proactive promotion strategies to change perceptions of the value of learning |
on-line learning format and media-connected communication inclusion of facebook, wiki, blogs to practice different forms of valuing learning Use of individual cases to promote success and value of learningRecognition of success - use of case studies in promotional and marketing material (newsletters) |
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| Motivational strategies are in place for adults within the community of learners |
Create a positive social climate, conditions and incentives for learning within the community and organizations. Stimulating the sharing of experiences and flexible learning paths. |
Number of engaged learners and organizations. Consciousness about learning as on individual side and on the other side as a group-oriented process : example for a visual instrument: learning festival or adult learners week Learner satisfaction surveys, interviews, questionnaires Ongoing learning promotion events, festivals and adult learners' weeks. |
Annual report of the Division of Education ‘Scientific Days of Kaunas’ – annual event held by the NGO ‘Drąsinkime ateitį’ (‘Encourage the future’) Days of Kaunas (annual festival, a weekend in May)
Report of the project ‘The Strategy of Kaunas as the Learning City’.
Report on the rationale for the methodology of research on the issues of the Learning City (produced by the Institute of Educational Studies, KTU).
A joint project of Master theses at the Institute of Educational Studies, KTU: the students were working on the topics ‘Research on educational and learning organizations in Kaunas’, ‘Research on the websites of educational and learning organizations of Kaunas’ |
| Regular assessment of learning outcomes and impact on the development of adult learners |
Measuring the gains and wider benefits ( human capital, social capital, identity, shifts in the mindset, public visibility and awareness, co-creation of products, influencing policies , different forms of public good). Assessment and evaluation tools developed and annual reports map progress. Use of independent auditors. Facilitating self-assessment |
Documenting people and communities empowered to overcome their problems through learning in collaboration resp. individual learning accompanied by group-response through new media (by using social networks): collecting good examples Dissemination at the local level of newsletters, leaflets, etc.Use of quanlitative and quantitaive measurement instruments, e.g. EDUPLAN ( look above) |
Presentations at learning city conferences in Kaunas
Articles in ‘Kauno diena’, leaflets, etc. |
| Positive approach to valorisation of knowledge of all participants (i.e. informal and non-formal learning) |
Establishing mechanisms allowing the recognition of prior learning Applying validation schemes for formal, non-formal and informal learning activities. Learning by sharing diverse learning experiences |
National qualifications framework Credit accumulation and transfer schemes. Workshops, lectures, joint development-projects and networking |
Institutions of higher education are involved in ERASMUS mobility The initiative of the Association ‘Šviesuva’ to unite the young and the elderly, also talented and disabled children for sharing diverse learning experiences, including the long standing project of Café Scientifique |
| Strategy in place for capitalizing learning within partnership |
Creating a climate for open dialogues, an environment of challenge and trust , exploring issues from many points of view and perspectives , acting as "critical friends" .Consciously work through groups and alliances in order to build support for joint actions. |
Community involvement - stakeholder buy-in - formal structures to allow dialogue and discussion - mechanisms exist to act on recommendationsMonitoring of papers etc. as basics for solid arguments, e.g. „critical friend-monitorings“ Seizing new opportunities |
The Learning City Council is community involvement-stakeholder buy-in formal structure |
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