CORE QUALITY CRITERIA: PARTNERSHIPS AND NETWORKS

Main aspects important for quality assurance in the case of a specific quality area (i.e. Partnerships and networks)

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?

The partnership has clear strategic direction and focus

Definition:

The partnership's strategic direction establishes intent and identity. It mobilizes key stakeholders towards activities that are consistent with its mission.

Strategic opportunities are idenified, based on analysis of strengths, weaknesses, opportunities and threads

Partnership competencies are analysed, and reflected within strategy. Competency management in place.

Long-term goals are identified, which are challenging, building upon and stretching the partnership's core competencies, and draws from all levels of the network.

Abstract goals of partnership are transformed into a concrete mission with guiding principles for action

Goals of partnership are transformed into operational objectives

SWOT analysis available

Intervention logic available, linking strategy and action on different levels

The framework concept for the German “Learning Re­gions” was approved by the Bund-Länder Commission for Educational Planning and Research Promotion in consul­tation with both the Concerted Action in Continuing Edu­cation and the Committee for Continuing and Further Education of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany and implemented on 19.6.2000. It is defined by a relatively broad “corridor” of ob­jectives, to be addressed by regional consortia. Participating networks are requested to iden­tify regionally matched systems of objectives (profiles) of relevance to themselves; as well as resources (relevant structures).

A steering committee was set up, comprising representatives of all relevant levels (Federal state, Länder, Representatives of the Concerted Action in Continuing Education, the social partners, the Federal Employment Service and the scientific support group also serve as members of the steering committee in an advisory capacity). Only representatives of the Federal state and 16 countries have voting rights. Due to the fact that the ratio of Federal state and country representatives is balanced, decisions must be reached collaboratively. Furthermore, decisions on funding of single networks must be underpinned by active support of the country in which the project is to take place. The committee usually meets twice a year, with its main tasks being to decide upon grant applications, and to guide the overall im­plementation process. The states, from the outset, appreciated introduction of the LR pro­gramme and showed a strong commitment, through actively promoting the networks and providing infrastructure; as well as through related (counselling and training) services.

According to programme guidelines, applicants either had to set up a corporate body or a joint project (Verbundprojekt) in order to promote a regional network. Following this guide­line, promoters for the most part organized themselves as incorporated societies or (non-profit) limited liability companies in order to become first tier beneficiaries. The latter organi­sation type is linked with second and third tier grantees. Furthermore, within each network there were to be associated partners – linked to the desire to see to added value, valorisa­tion and sustainability of networks.

During the planning phase, networks were specifically requested to produce a regional pro­file along pre-defined areas.

The Learning Regions programme is designed to promote regional co-operation and networking: to bring together relevant players from different educational sectors in order to jointly develop and pilot innovations in the context of Lifelong Learning within the regional strategy context. Within an overarching framework of objectives, 79 exemplary regional networks were selected to develop and deliver guidance, learning, and further education services. The aim in this was to improve employability, strengthen small and middle-sized enterprises and promote regional development.

Furthermore, the networks were expected to provide an impetus for the creation of sustaina­ble partnerships (supported and financed by their users), private and public institutions, as well as companies.

The LR programme is targeted at creating structural improvement in the educational system, particularly with a view to:

-          flexible transition between different education and training sectors,

-          interlocking general, political and vocational education and training,

-          reinforcing cooperation between education policy, employment policy and labour mar­ket policy,

-          promoting economic development and other policy areas in order to increase peo­ple’s employability and proficiency

-          improving the transparency of education and training services to make them more user-friendly: for example by combining information, advisory and agency services and providing new services, including for self-directed learning;

-          improving the quality and usability of education and training services, for example by agreeing on common criteria for quality and by exchanging ideas and information on procedures for quality development.

-          Last but not least, the LR programme within a broader context of LLL policies shall con­tribute to boosting motivation and foster independent learning ability, achieving both qualitative and quantitative improvements which will lead, not least, to a greater degree of user orientation (empowerment).

The intervention logic, set up by the programme actors, represents a good example for the inclusion of short-, mid- and long-term goals, as well as strategic and operational objectives - drawing from all levels of the network.

Link to intervention logic