In the first year the Thematic Commission on Quality made a desk research to collect good practices from different educational sectors in the field of quality assurance in learning mobility. For each case of good practice a fact sheet was compiled. Based on the results the “Quality Observatory & Toolbox” was created, which shows good practices related to specific quality criteria, methodologies as well as indicators for quality assurance. Additionally, the information is clustered and assigned to the four phases of the EQAVET framework: Plan, Implement, Evaluate, and Review. The “Quality Observatory & Toolbox” with its related information of the fact sheets enables users to identify existing initiatives and choose those elements that are relevant for their context. Organizations which would like to set up mobility for learners can use the toolbox as a starting point to get a condensed overview about relevant elements of quality assurance in mobility and could be inspired by the criteria, methods, indicators and tools of the toolbox.

A second step was the formation of the “Benchmarking Club” for quality in mobility. The club consists of practitioners in mobility from different educational sectors and provides a mutual learning experience. Key areas of the added value of placement mobility for students, universities, and enterprises were addressed, assuming that the potential of placement mobility for the extension of cooperation between educational organisation and enterprises has not yet been fully realised. The members of the group compared their expectations, interests and former experiences in coordinating learning mobility. As a result of exchange and discussions the “shortlist of priorities to measure quality in mobility” was produced. It shows indicators, which were rated by the group as most relevant for quality assurance in mobility. Focussing on the defined indicators as a priority the club members developed specific strategies for quality improvement in mobility for their own organization.

 Based on that two subgroups were created:

a) achievement and recognition of key competences, leading to more employable people

b) setting up and maintaining sustainable and quality partnerships for mobility

The subgroups serve as a peer-coaching environment where members support each other to implement their strategy for quality improvement.

About the Author: Giovanni Crisonà

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