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Good practice Romania: Learning Culture

Page history last edited by Randolph Preisinger-Kleine 8 years, 6 months ago

 

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?

 

BEST PRACTICES

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).

Defining learning specific objectives within regional partnerships

http://consortiu-regional.adrcentru.ro/Obiective.html

Two specific objective of ADR Center Partnership are focused explicitly on learning:

-          Development of Regional Consortium members competences of collective action aiming at increasing the cohesion and group efficiency by training and exchange of experience/peer learning;

-          Increasing the institutional capacity of the Regional Consortium by ” action learning” based on strategic planning at regional and local level and monitoring local action plans for the development of professional and technical education (PRAI).

 

 

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

 

 

 

Inter-regional partnerships based on outcomes evaluation and analysis

http://www.practeam.ro/prezentare-proiect/ 

The project PRACTEAM main focus was on generating an inter-regional model of partnership for practical training/placement of students. Piloted in one region by a consortium of university and employers representatives, the outcomes were analysed and transferred in other regions of Romania. The key success factor was not only a careful analysis of conditions of transfer but also a detailed analysis of the outcomes and impact of partnership activities, documenting the necessary areas for revision and development.

 

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.

 

 

Documenting learning gaps in regional partnerships (Consortium ADR Center)

 

http://consortiu-regional.adrcentru.ro/Document_Files/Documente/00000033/e25kv_Parteneriat%20social%20pt%20educatie.pdf

ADR Center consortium intervention strategy is based on a detailed need analysis both of members of Consortium and of one target group (young students enrolled in vocational schools with insufficient practical training after graduation). The quality system of the partnership is directly linked with the expected measurable impact on addressing the identified needs.

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 succes and value of learning

Recognition of success - use of case studies in promotional and marketing material (newsletters)

See:

 

Interventions within regional partnerships

http://consortiu-regional.adrcentru.ro/Activitati.html

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)

 

 

 

CRBI – Institutional Development of Regional Consortium Bucharest Ilfov

 

http://media.unibuc.ro/comunicate-presa/conferinta-de-incheiere-a-proiectului-cresterea-capacitatii-institutionale-a-consortiului-regional-de-dezvoltare-bucuresti-ilfov-crbi

The CRBI initiative assumed that regular assessments of learning outcomes, as a self-evaluation of the partnership, offers a clear view on achieved results and allows for an early identification of institutional development needs of each partner. The project CRBI – Institutional Development of Regional Consortium Bucharest Ilfov funded by Human Resources Development Operational Program demonstrated that specific training activities, systematically promoting assessment of achieved results are more effective and efficient in achieving the foreseen learning outcomes. Direct, face to face interviews and online questionnaires were the main tools used for feed-back collection.

 

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 recommendations

Monitoring of papers etc. as basics for solid arguments, e.g. „critical friend-monitorings“ 

 

 

Seizing new opportunities

Local Partnership Groups Initiative

http://www.adrmuntenia.ro/static/15/grupuri-de-parteneriat-local.html

The partnerships promoted by Muntenia Regional Development Agency are a good example on how learning could be capitalised within partnership. With a clear vision on how specific (and different) learning needs of the partners could  converge, the initiative proposed four working groups, following the priorities identified in the Regional Development Plan – business developement, human resources development, rural development and infrastructure developement. Based on the outcomes of each working grup, the Regional Committee initatiate the revision/update of the Regional Development Plan for the next period (see figure below).

 

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