Peer Learning as successful instrument to foster mutual exchange and strengthen regional cooperation

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Kimberly Wright
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1 Peer Learning as successful instrument to foster mutual exchange and strengthen regional cooperation Claudio Dondi, Education Expert Brussels, 13th February

2 Peer Learning in CAEP 2: some factual information Three 3-day Workshops on National Qualification Frameworks (February to September 2017) Two 3-day Workshops on Quality Assurance and Accreditation (December 2017 to February 2018) Follow-up Activities Activities at Country and International level (during and after the workshops) Webinar on Institutional Accreditation (Jan 18) Webinar on Sectoral Qualifications Frameworks (Jul 18) Two Webinars on Teaching and Learning Innovation (Jan 19)

3 Peer Learning on National Qualification Frameworks (NQF) 1. Integration of NQFs into the existing systems of qualifications: 2. Recognition and certification of Learning Outcomes from any form of learning (including work-based learning, dual learning, part-time, e- learning, etc.): 1.1 Common understanding of concepts and terminology 1.2 The building blocks of a NQF and possible sequences of steps 1.3 How to set up Sectoral Qualifications Bodies 1.4 Building coherence between General Education, HE andvet 2.1 Formulating Study Programmes in terms of Learning Outcomes; 2.2 Credit systems in HE and VET 2.3 How to recognize learning outcomes from informal learning 2.3 National Register of Qualifications: how it works 3. Involving the world of work in defining, maintaining and assessing qualifications: 4. Alignment and self-certification of national qualifications to international Qualification Frameworks. 3.1 How to involve and motivate SMEs 3.2 Capacity Building for Enterprise staff and Education Staff to develop collaboration on Qualifications and Learning Outcomes 3.3 How to maintain and monitor the collaboration process 3.4 Medium-Term foresight of skills requirements 4.1 Transparency of Qualifications and international recognition 4.2 Student and workers international mobility: how NQF helps 4.3 The process of self-certification 4.4 Referencing qualifications to the European Qualifications Framework (EQF)

4 Peer Learning on Quality Assurance and Accreditation Topics discussed and linked to ongoing policy work 1. Internal Quality assurance 2. External QA and Accreditation 3. Costs and benefits of committing in QA for an education institution 4. Stakeholders involvement in the creation of a quality culture 5. Comparing QA&A systems: roles and criteria 6. Setting up an independent QA&A Agency 7. The practice of rating and ranking: review of criteria and impact 8. Quality Assurance of innovative and atypical teaching provision (online learning, work-based learning, virtual mobility, entrepreneurship education, etc.) 9. Competences for QA&A Major benefit: profiting from and sharing EU MS good practice (Latvia, Poland, Romania) in the context of EU policies concerning EQF / QAA

5 Peer review as a quality enhancement practice To review articles to be published To review reports to be delivered To test innovation ideas To review institutional practices To review public policies

6 Peer review for mutual learning: the CAEP Peer Learning case Reviewing existing good practices in CA and EU as part of a learning process LEARNING BY BEING REVIEWED: receiving feed-back and suggestions by peers, but also preparing documentation prior to the review (internal Q.A.) LEARNING BY REVIEWING existing practice: comparing processes, results and governance; analyzing the reasons for good results, detecting enhancing and inhibiting factors for success

7 Who is a peer? A person with similar competence (normally in a different context) In our case: People involved in policy making in Higher Education and VET Experts in QA Agencies and methodological centres Institutional managers in HEI and VET provider organisations from both central Asia and the EU, being directly committed in innovation policy, qualifications and quality development processes

8 Peer review at the Policy level PEER REVIEW MAY BE USED TO SUPPORT POLICY DIALOGUE BUT SEVERAL DIFFERENCES AMONG COUNTRIES MUST BE KEPT IN MIND, e.g.: Geo-political identity of different countries Institutional culture and specific policy context Socio-economic conditions Structural characteristics of education and training systems Availability of resources Differences in the process of general and sectoral policy making IT TAKES TIME TO BE EFFECTIVE

9 The core principles of a meaningful peer review in terms of learning value Participating with an open mind, appreciating the experience of others and presenting yours without hiding difficulties Identifying success and inhibiting factors Distinguishing between those success factors that are exportable and those that are linked to specific contextual factors Link PL to current developments (policy implementation) in the respective countries Keeping the agenda open for emerging issues Documenting the whole process to the benefit of all (Participants and later users)

10 What defines Peer Learning in CAEP? Each participant has something to learn and something to show/teach Learning methods are mostly participatory, experts stimulate discussions and facilitate interaction process Homework of Country Teams and virtual collaboration among different countries Informal atmosphere encouraging the creation of a team spirit Consensus building in the definition of agenda (demand-driven process) Documented process, formative evaluation in place

11 Lessons learnt from PL in CAEP 2 Short presentations + discussions in small mixed groups Good preparation and flexibility to match demand Honest and informal discussion + homework at country level and transnationally Continuity of Country Teams = Impact and Collaboration Involvement of Employers Representatives Increased use of ICT (broader audience, + frequence), Webinars as complementary activity

12 What is the impact of CAEP Peer Learning? Learning outcomes and collaborative learning practices Organisational development, inter-organisational coordination at national level Contributions to policy development and implementation International team building Increased mutual trust

13 Peer Learning seems to work A small success story with future, a European contribution to structural long term collaboration

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework

Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the