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Learning among Regional Governments Quality of Policy Learning and Policy Transfer in Regional Lifelong Learning Policies

:	Carina Abreu, Paolo Federighi, Ekkehard Nuissl von Rein
:	Learning among Regional Governments Quality of Policy Learning and Policy Transfer in Regional Lifelong Learning Policies
:	wbv Media
:	9783763944941
:	1
:	CHF 22.10
:

:	Erwachsenenbildung
:	English

:	132
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Die sechs englischsprachigen Beiträge dokumentieren die Konzepte der von der EU im Rahmen von Prevalet geförderten internationalen Zusammenarbeit zwischen regionalen Regierungen im europäischen Raum sowie dem Aufbau des web-basierten Support- Netzwerk Soft Open Method of Coordination (SMOC). Diese Plattform steht allen an Weiterbildung interessierten Institutionen zur Verfügung.

Der Autor

Paolo Federighi lehrt als Professor an der Universität Florenz, 1990 bis 2000 war er Präsident des Europäischen Verbands für Erwachsenenbildung (EAEA). Carina Abrèu leitet in Schweden das Projekt Frauen und Management.

3. Quality management during learning and transfer (p. 65-66)

Ekkehard Nuissl von Rein

Learning and transfer are also becoming ever more important factors in the control and design of political systems as well. The first chapter cited the political context in which these two ‘forms of achievement’ of political system development exist, while practical examples from Prevalet practice were described in Chapter 2. In the European context in particular, in which twenty seven countries with the most varied history, structure, size, language and economy co-exist, such shared, but also ‘weak’ political design strategies (compared with ‘hard’ laws and power structures) are gaining in importance. Among other things, the different sizes and structure of European national states have actually meant that the focus has become directed at political action by manageable units (Regions). A regional view not only means a stronger orientation towards action, but also greater comparability (size, political structures). On the other hand, regional competencies are often regulated very differently, and Regions act in varied national contexts with different degrees of leeway.

Despite all the divergence of competencies, training issues are either directly embedded at regional level or at least anchored there, as closeness to people and institutions, an important factor for training, is only available at regional level (cfr. European Commission, Memorandum on Lifelong Learning, Message 6): ‘Regional governments are responsible for defining and implementing part of the policies that drive the operation of education and training systems throughout the whole course of life. This involves creating a circular flow of information that allows the individual regional governments and the operators of the system they manage to take advantage of the positive and negative results achieved in the different European regional context before the experiences are finalised‘.

In this sense regional cooperation is a prerequisite for learning about political problems and the transfer of measures, which should contribute to control and improvement in the educational system. A political process of this type can only occur in reciprocal cooperation or, as has been defined since Lisbon, in an open coordination method. ‘The open method of coordination may be applied where the Union has no legislative powers, or where the Union has powers to establish minimum requirements through European framework laws’. This is why this method has ‘to coordinate national policies and otherwise to achieve union objectives’. To do so it is necessary to have quality management, which makes sure that the process is effective and efficient and the outcome is sufficient, applicable and sustainable.

This chapter therefore involves designing the contours of a quality management model for learning and the transfer of political measures between Regions. The elements from a concept of this type of quality management were obtained from the analysis of the consultation process in the Prevalet project. The individual activities before, during and after the reciprocal visits were tested for common ground and results, and generalised conclusions were drawn from these. This means that the quality management indicators system presented here was obtained inductively from the project’s experiences.

As the regional cooperation in Prevalet and finally also in Earlall involves network construction, quality management in network configurations is also dealt with here in general.

	Summary	6
	Figures and Diagrams	7
	Presentation	8
	1. Policy learning and transfer in regional lifelong learning policies	10
	1.1. Subject	10
	1.2. Institutional policy learning	12
	1.3. Policy learning units	19
	1.4. Policy transfer between institutions	29
	References	34
	2. Trans-Regional policy learning and policy transfer in practice	38
	2.1 Policy Learning	39
	2.2 Policy Transfer	55
	References	64
	3. Quality management during learning and transfer	66
	3.1 Network and governance	67
	3.2. Quality Management	74
	3.3 Quality management in learning	79
	3.4 Quality management in transfer	83
	3.5 Quality management in the political process	92
	References	94
	4. The Trans-Regional Soft OpenMethod of Coordination	96
	4.1. A definition	96
	4.2. The reasons and the results expected	97
	4.3. The basic components of the Soft Open Method of Coordination	103
	References	111
	5. Postface	114
	5.1. “This type of initiative could be a suitable format for institutionalising cooperation between the Regions which would tend in the direction of a formula for establishing multilateral agreements”	114
	5.2. “Mutual learning between member Regions of the OMC can be a valuable medium for the improvement of the quality of the services offered to the citizens and of the effectiveness of the education and training policies”	117
	5.3. “The smaller size of the machinery and the relatively reduced complexity of the internal relationships, compared with the State organisation, mean that positive results can beachieved with in appropriate periods of time”	120
	5.4. “We have also been inspired by something that is bigger than ‘instrument’ or ‘measure’, something which is difficult to capture in a category and in a way much more fundamental. This has to do with some underlying understandings within the policies, cultures, values”	124
	References	128
	5.5. A regional perspective on SMOC from theWest Götaland Region	129
	5.6. “Coordination and cooperation among regional parliaments with similar powers must not only be restricted to Regions with a similar institutional status”	131