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This project has been funded with support from the European Commission. This publication [communication]
and all its content reflect the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein. Project Number: 2015-1-CY01-KA204-011850
Module 9: Learning from the
experience of policy-making
Examples of policies and strategies
The Content of the following presentation was prepared
jointly by the ERASMUS+ DIMA Project consortium partners
working collaboratively – Voice overs added for the purposes
of the Irish partner by Michael Kenny, Department of Adult &
Community Education, Maynooth University.
(See partner list following …)](https://image.slidesharecdn.com/dimacoursemodule9content-181019193148/75/Module-9-Learning-from-the-experience-of-policy-making-Dima-course-content-1-2048.jpg)
![2. Active Citizenship; European Declaration
“Strengthening the key contribution which education makes to personal
development, social inclusion and participation, promot[ing] citizenship and
teach[ing] (…) to understand and to accept differences of opinion.”
(Declaration adopted by European Ministers of Education in March 2015 See ec.europa)](https://image.slidesharecdn.com/dimacoursemodule9content-181019193148/75/Module-9-Learning-from-the-experience-of-policy-making-Dima-course-content-9-2048.jpg)
![www.dima-project.eu
This project has been funded with support from the European Commission. This publication [communication]
and all its content reflect the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein. Project Number: 2015-1-CY01-KA204-011850
End of Module 9 of 9
End of Course
Thank you
i
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Module 9: Learning from the experience of policy-making Dima course content
- 1. www.dima-project.eu This project hasbeen funded with support from the European Commission. This publication [communication] and all its content reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2015-1-CY01-KA204-011850 Module 9: Learning from the experience of policy-making Examples of policies and strategies The Content of the following presentation was prepared jointly by the ERASMUS+ DIMA Project consortium partners working collaboratively – Voice overs added for the purposes of the Irish partner by Michael Kenny, Department of Adult & Community Education, Maynooth University. (See partner list following …)
- 2. DIMA Consortium The consortiumconsists of 6 partners, from 5 European countries which cover a wide range of expertise related to the aims of the project Cyprus: Ministry of Education and Culture Cyprus: Centre for Advancement of Research and Development in Education Technology Ltd – Cardet Ireland: Department of Adult & Community Education, Maynooth University Slovenia: Slovenian Institute for Adult Education Slovakia: National Institute of Lifelong Learning Belgium: European Association for the Education of Adults
- 3. Introduction This module aimsto guide learners through a range of example adult education policies in Europe. Learning Objectives At the end of this Module learners will be able to: • Critically discuss adult education policy examples and describe how they correspond to selected policy recommendations. Learning Outcomes
- 4. Module Description The moduleis divided into six sections. Each includes: • a brief description of the policy area • policy recommendations emanating from different sources • concrete examples of policies Six areas covered in this module: 1. Outreach 2. Active citizenship 3. Quality and transparency 4. Financing adult education 5. Policy dialogue 6. Policy coherence Introduction
- 5. 1. What isOutreach? Currently, the word “outreach” is often used interchangeably with other terms such as "widening participation" and "combating exclusion“. Outreach has become strongly connected with the notion of the disadvantaged. "{Educational} Outreach is a process whereby people who would not normally use adult education are contacted in non-institutional settings and become involved in attending and eventually in jointly planning and controlling activities, schemes and courses relevant to their circumstances and needs.” (Kevin Ward, Replan Review 1, August 1986 See eaea )
- 6. Project outcomes Outreach –Empowerment – Diversity recommendations (OED 2014) (eaea) 1. Outreach: Policy recommendations from EU projects The OED best practice collection shows many innovative ways how to reach out. Non-formal adult learning can be much more flexible in responding to learners’ needs and interests than other forms of education.
- 7. The New SkillsAgenda for Europe (2016) (ec.europa) • Make better use of the skills available; • Equip people with the new skills needed; • Help people find quality jobs /improve life chances. The upskilling pathways initiative (2016) (ec.europa) • Help low-skilled adults progress to an upper secondary qualification. 1. Outreach: Concrete examples – European policies
- 8. Reaching out tothe unemployed and low- skilled: Initiative Erwachsenenbildung in Austria providing second-chance education Austria 2009 Strong points: • Free courses/funded • central, standardised accreditation system • standardized teachers’ training • monitoring process and an external evaluation • cross-organisational collaboration and cooperation • policy borrowing • counselling and guidance Reaching out to newly arrived migrants: Swedish integration policy Sweden 2008 Strong points: • Faster introduction for new arrivals • Employment, and self-employment • Better and more equal schools • Increased language skills/more adult education opportunities • Anti-discrimination measures • Support to social excluded • Common basic values 1. Outreach: Concrete examples – European policies
- 9. 2. Active Citizenship;European Declaration “Strengthening the key contribution which education makes to personal development, social inclusion and participation, promot[ing] citizenship and teach[ing] (…) to understand and to accept differences of opinion.” (Declaration adopted by European Ministers of Education in March 2015 See ec.europa)
- 10. 2. Active Citizenship:Policy cycle for Education on Democratic Citizenship Policy Formation • Definition of EDC • Raising awareness • Making legislation • Closing “impleme- ntation gaps” Policy Implementation • Strategic supports • EDC implications • Tackling training needs • Democratic governance • Building partnerships and networks • Monitoring and evaluation Key actors Decision makers Stakeholders Practitioners • Developing review measures • Reliable evidence base • Sharing outcomes • Acting on outcomes Policy Review and sustainability • Ensuring active participation • Developing learner assessment
- 11. 2. Active Citizenship:Concrete examples of policies Promoting innovative experiences Disseminating examples of good practice Providing financial support Developing quality assurance procedures Supporting institutional agreements in adult education; Developing co-operation among key actors at member state, regional and local level Increasing provision of educational services & training (general education, vocational training, higher and adult education) Support for Active Citizenship is enhanced by:
- 12. ES (Spain): Thedevelopment of democratic citizenship … the key objectives of adult education “develop capacities to participate in social, cultural and economic life and put into practice the right to democratic citizenship”. Read Chapter IX of the document in the Organic Law of Education (2006). IE (Ireland): the White Paper on Adult Education (2000) lists citizenship as one of the six priority areas of adult education … “influence the social contexts in which they live” and “its promotion of participative society”. Read the full paper. 2. Active Citizenship: Concrete examples of policies
- 13. 3. Quality andTransparency Attributes Defining / achieving standards Implementing appropriate quality assurance procedures Measuring / comparing performance Self-monitoring quality / identifying improvement areas External monitoring through audit & inspection Developing a culture of ‘continuous improvement’ Obtaining or achieving ‘quality’ involves key processes:
- 14. 3. Quality andTransparency: European Quality Mark (EQM) 3. Assessment process out by an authorized assessor within 2 months. Either the EQM is awarded (for a period of 4 years) or support is offered to develop provider practice. If so, the provider is reassessed. 4. Provider does an annual self-assessment using the EQM Assessment Form and submits it to the National EQM Authority. EQM PROCESS 7. Every 4 years the process is repeated. 5. Assessor visits the provider during the 4 year EQM period to verify that practice corresponds to the quality set by the EQM. The visit will be announced 3 weeks ahead. The EQM helps organisations to identify what they do well and the opportunity to make an action plan for improvement. (http://www.europeanqualitymark.org/home/index.html) 2. Self-assessment process using the EQM Assessment Form. Submit completed EQM Assessmnet Form with evidence to the National EQM Authority within 6 months. 1. Apply to the National EQM Authority on the web: www.europeanqualitymark.org Fill out the EQM Application Form and send to your National EQM Authority. 6. Dissemination of good practices as well as European standardization and validation of EQM criteria every 4 years.
- 15. Adult Education ActIceland (2010) The Adult Education Act • Evaluation and quality control (Article 12) to ensure that the rights of individuals are respected • Accreditation of education and training providers (Article 7) 3. Quality and Transparency: Concrete examples of policies
- 16. Adult Education ActSerbia (2013) Parties Ensuring and Improving the Quality (Article 10): Establishes clear conditions for education delivery in a language of a national minority. Inspection and Expert Pedagogical Supervision (Article 62): The inspection and expert pedagogical supervision shall be performed by the Ministry. Quality Assurance of Operation (Article 63): External quality assessment of operation shall be performed by the Ministry and the Institute for Education Quality and Evaluation. 3. Quality and Transparency: Concrete examples of policies
- 17. 4. Financing AdultEducation The European Agenda for Adult Learning (2011) calls for “Ensuring a viable and transparent system for the funding of adult learning, based on shared responsibility with a high level of public commitment to the sector and support for those who cannot pay, balanced distribution of funds across the lifelong-learning continuum, appropriate contribution to funding from all stakeholders and the exploration of innovative means for more effective and efficient financing.”
- 18. The EC WorkingGroup on Financing Adult Learning: • Used an Open Method of Coordination framework • Included AL stakeholders from across Europe • Analysed specific AL stakeholders investment in AL • Looked at common funding instruments advantages & disadvantages • Developed indicators for successful funding policies & instruments 4. Financing Adult Education
- 19. Instruments • Funding formula •Programme funding • Project funding • Direct grants • Tax incentives • Levy grant • Training leave • Vouchers/ILA • Loans 4. Funding instruments and indicators Criteria of indicators: 1. Level of investment 2. Efficiency of investment 3. Effectiveness of investment 4. Sustainability of investment 5. Scope of funding system 6. System development
- 20. EE: The DevelopmentPlan for Adult Education 2009-2013 includes a large section on “ensuring sustainable financing of AE”, looking at some of the funding instruments mentioned on the previous slides. Read about measure 5.1 and the financial plan at the end of the document (Go Online). One of the funding instruments, the right to study leave, is described in the more recent Adult Education Act (Go Online) (2015) in Chapter 4. 4. Financing Adult Education: Examples of policies
- 21. Policy dialogue allowsa diverse mix of public participants with a range of views and values to: • learn from written information and experts • listen to each other, and share and develop their views • reach carefully considered conclusions • communicate those conclusions directly to inform Government’s decision making 5. Policy dialogue Attributes
- 22. Good policy dialoguecan help policy makers and Government to: • make better, more robust decisions that reflect public values and societal implications • increase legitimacy for tough decisions • demonstrate accountability in public investment • overcome entrenched positions to enable policy to move forward • gain a rich understanding of public aspirations and concerns that goes beyond media headlines or focus groups Policy dialogue does not: • remove Government responsibility for decision making • rely only on surveys or opinion polls to gather public views • seek endorsement of decisions that have already been made • replace other public information or consultation processes 5. Policy dialogue Attributes Cont/d
- 23. REgional NetWorking forAdult Learning in Europe RENEWAL • Involve civil society / practitioners to improve communication & initiate a real dialogue • Foster an inter-sectorial cooperation among stakeholders for bottom-up approaches and collaborative actions Action Plan for Validation and Adult Education in Europe AVA • Structured and cross sectorial dialogue between validation stakeholders to increase reliability and trust for the validation results • Provide a stakeholders’ cooperation framework to enable a common understanding of need and benefits for each 5. Policy dialogue: Examples of policies
- 24. IE (Ireland): Theestablishment of a forum for adult learners.. To… influence policy decisions. Their experiences… inform national policy. For full text of the strategy Visit https://www.aontas.com/. FI (Finalnd): The “Liberal Adult Education Cooperation Group/Body” (includes: Ministry of education and Culture, National Board of Education, Association of Finnish local and regional Authorities and Finnish Adult Education) meets a regularly to discuss issues in mutual interest. (See unesco ) 5. Policy dialogue: Examples of policies
- 25. 6. Policy coherence:Definition “Policy Coherence is defined by the OECD as the systematic promotion of mutually reinforcing policy actions across government departments and agencies creating synergies towards achieving the agreed objectives. Within national governments, policy coherence issues arise between different types of public policies, between different levels of government, between different stakeholders and at an international level.”
- 26. 6. Policy coherence “Goodgovernance facilitates the implementation of adult learning and education policy in ways which are effective, transparent, accountable and equitable. Representation and participation by all stakeholders are indispensable for responsiveness to the needs of all learners, in particular the least powerful. To these ends, we commit ourselves to (…) promoting and supporting intersectoral and inter-ministerial cooperation.” Source: Harnessing the power and potential of adult learning and education for a viable future. Belém Framework for Action 2009
- 27. Success factors: • Thenumber of partners involved • Adult learning policies made attractive not only for learners, but also for potential policy partners • Evidence … potential gains clearly demonstrated Challenges: “Joined-up policy-making is difficult. For example, if an adult learning policy has educational, employment, health related and social welfare aspects and outcomes, which policy partner drives the agenda? How are funding commitments distributed?” 6. Policy coherence: Success factors
- 28. NL: The Telmee met Taal (Count on Skills) action programme: • A joint policy response of 3 different ministries • Aims to prevent people with limited literacy skills from marginalization The action programme… coherent both vertically – involving different ministries – and horizontally, promoting the role of “labour market regions and their constituent municipalities”. This document outlines initiators and partners of the programme and what are their roles. 6. Policy coherence: Examples of policies
- 29. www.dima-project.eu This project hasbeen funded with support from the European Commission. This publication [communication] and all its content reflect the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2015-1-CY01-KA204-011850 End of Module 9 of 9 End of Course Thank you i (Download toolkit from E-Prints http://eprints.maynoothuniversity.ie/10121/ Or https://dima-project.eu/index.php/en/toolkit)
Editor's Notes
- #30 Closing Slide