TheMalopolskaPartnership for Lifelong Learningsas.tpnk.org.pl/images/pliki/seniorzy/prezentacjaOECD.pdf · Malopolska Partnership for Lifelong Learning Action Plan of looking forward

The Malopolska Partnership

Lifelong Learningfor

2

The publication based on freepik.com, pixabay.com and own resources.

3

Table of Content:

1. The Regional Labour Office in Krakow .................................................................... ..... 4

2. The Malopolska Partnership for Lifelong Learning .................................................. ..... 6

3. Examples of Partners ................................................................................................ ... 10

4. The Quality Label of Małopolska Standards for Education and Training Services .. ... 44

5. APPENDIX No 1 - Małopolska Standards for Education and Training Services, Version 2.0 ................................................................................................................. ... 46

6. APPENDIX No 2 - Lifelong learning partnership as a form of coordination of public policy activities at regional level in this field [Comaparaison plurielle: formation et développement, 2016, original article title: Réseau pour l’apprentissage tout au long de la vie en tant que forme de coordination d’activités des politiques publiques au niveau regional dans ce domaine] ......................................................................................... ... 58

4

The Regional Labour Office in Krakow is an organizational entity of the Regional Government of the Malopolska region. As a labour market institution, it undertakes activities concerning this aspect in the Malopolska region. For this reason, since 2007 the goal of and foundation of each initiative of the Labour Office is this underlying mission: competent, qualified and employed residents of the Malopolska region.

The Regional Labour Office in Krakow prepares documents on regional labour market policy as well as those concerning the development of human resources. It annually prepares the Regional Implementation Plan for employment and assesses the labour market situation in the Malopolska region.

The Regional Labour Office in Krakow fulfils the function of an Implementation Institution (2nd Tier Intermediary Institution/ Instytucji Pośredniczącej II stopnia) in the region for the Human Capital Operational Programme, 2007-2013. This means that the Office has resources for the execution of entrepreneurial projects dealing with the development of human resources.

As a labour market institution it supports residents of the Malopolska region in their professional development. Career advisors at the Centre for Information and Career Planning at the Office in Krakow provide career services to adults and youth entering the labour market. The Regional Labour Office maintains information that can be utilized by residents in the Malopolska region to develop their competence and qualifications for employment.

Among its tasks, the Regional Labour Office in Krakow assists in securing safe employment abroad. Offers for employment abroad are systematically placed on the website of the European Job Mobility Portal (EURES). To increase chances for foreign employment, EURES advisors are available to assist interested individuals.

5

The Regional Labour Office acts as an intermediary for the international transfer of services. It receives and process applications of the unemployed for the issuance of appropriate certifications or decisions in order to establish unemployment benefits for individuals who have worked abroad along with the transference of benefits in countries of the European Union/EEA and Switzerland.

In addition to these fundamental responsibilities, the Regional Labour Office in Krakow carries out active responsibilities in preparing and implementing projects which have been co-financed with European Union Funds. These projects relate directly to the strategic goals of the Labour Office and complement a mutual fulfilment of regional labour market policy.

6

The Malopolska Partnership for Lifelong Learning – information, inspiration, initiative, innovation

Start of cooperation

In the modern world where the competitive advantage of the region is more and more determined by resources of knowledge rather than material resources itself, it is important to emphasise importance in the scope of regional policy issues related to the development of lifelong learning. The Malopolska Partnership for Lifelong Learning has decided to face that challenge.

On 20th of May 2008, 55 institutions of the labour, education and training market in Krakow signed a Partnership Agreement. Engaging in cooperation in the framework of this grassroots initiative, they wanted to speak with one voice on key issues for lifelong learning in the Malopolska region, as well as present their own proposals for change regarding this issue. They were also interested in promoting an open attitude to education among the residents of Malopolska.

Partners

The Partnership currently consists of 131 members. These include public and private institutions, like

schools, practical training and continuing education centres, colleges, training providers, employers’ associations, associations, libraries, cultural centres, counselling centres, district labour offices and the Regional Labour Office in Krakow.

The Partnership is always open for cooperation with institutions that want to engage in development of new solutions and creating the appropriate conditions for the comprehensive development of lifelong learning residents of Malopolska. Institutions interested in joining the Partnership fill in an application form, which needs to be delivered to the Office of the Partnership. It prepares information about nominations for partners who, during the General Assembly decide on the admission of new members.

Structure

The bodies of the Partnership are the General Assembly, the Program Council, Office of Partnerships and task forces. The General Assembly consists of all partners, who together define the overall strategy of the Partnership, review projects carried out by task forces, as well as accept new partners.

The Program Council can be created by partners and people outside the Partnership, including regional and local experts in the field of lifelong learning, representatives of the local administration or the government. Program Council is elected once a

7

three years. It is headed by the Deputy Marshal of the Malopolska. The Council deals with essential support to the ideas initiated within the Partnership and leads lobbying on its behalf.

Task groups are initiated by the Partners. Formation of the group is possible after acceptance of the Program Council and approved by the General Assembly. In the years 2008 - 2013 Partnership task forces were engaged in, among others, support of the creation of Malopolska’s Standards for Educational – Training Services, development of a system of lifelong guidance in Malopolska and a system of graduates’ history watch, as well as giving opinions on developments in vocational education.

Challenges

Regional Strategy Documents: A New Strategy for 2020 – “Malopolska - Unlimited Possibilities” and the Strategic Programme “Intellectual Capital and the Labour Market” create new challenges for the Partnership. They have been formulated in the “The Malopolska Partnership for Lifelong Learning Action Plan of looking forward to 2020.”

As of 2013 the partners involved in the role of experts in five thematic areas:

1. programme of development attitudes towards lifelong learning and preparation to use the offer of lifelong learning;

2. lifelong guidance system;

3. programme of building mechanisms for validation and recognition of qualifications acquired via non-formal and informal way;

4. dissemination of subjective system of training financing;

5. programme to strengthen the capacity of the Partnership and its influence on the shape of public policies in the area of lifelong learning.

Exchange of experience

The partnership focuses on the exchange of knowledge, experiences and good practices with national and foreign institutions. At European level, these include the European Regions Foundation for Research in Education and Training (FREREF), the European Centre for the Development of Vocational Training (CEDEFOP) or FOREM (institution of public employment services in Belgium). In Poland, the Partnership collaborates with the Ministry of National Education, Ministry of Labour and Social Policy, the National Centre for Supporting Vocational and Continuing Education, Polish Agency for Enterprise Development and the Institute for Educational Research.

Thanks to that, partners are able to keep track of the important issues such as changes in adult education, quality of training, subjective financing of education, study of the graduates’ fate, or the development model of career counselling. An opportunity to look at the latest trends in lifelong learning is the annual international conference “Malopolska open to knowledge”, organized in Krakow.

It works!

Partners talking about the benefits offered by the cooperation in the Malopolska Partnership for Lifelong Learning, pay attention to the joint decision-making.

8

The value of vote of each partner is identical, and the issue raised at the meeting is solved only when all speak up.

The essence of partnership working is also mutual respect and trust of the partners. Without that it an effective cooperation would not be possible. The partnership enables one to come to know another point of view, the exchange of views and expands the network of contacts, and thus many problems can be resolved during phone calls, by e-mail or during informal conversations.

Some of the tasks related to lifelong learning, of which they became realized by Partners working in the administration, in conjunction with a considerable dispersion of accountability can be realized only in the course of extensive consultations that are possible within the Partnership.

According to Partners, the Malopolska Partnership for Lifelong Learning obeys the rule 4i, which provides information, inspiration, triggers initiative and innovation.

Navigation of an integrated system of qualifications

The Partnership is committed to develop innovative solutions for lifelong learning. Consulting solutions within an integrated navigation qualifications system, which is implemented in Malopolska by the Educational Research Institute in collaboration with the Regional Labour Office in Krakow.

Currently in Poland qualifications are broadcast in the system of education and higher education, as well as associations and professional organizations, operating under different rules. Society does not have a complete and systematic know-how about where and how gain qualifications, confirming competences. That’s why it was so important to create, like in other European countries, Polish Qualifications Framework, which will allow the integration of different qualifications systems operating in Poland. It will be part of the Integrated Qualification System, which navigation assumes:

• development and implementation of solutions for the model of the Integrated Register of Qualifications;

• preparation and testing of selected tracks validation / confirmation of competence and accumulation as well as transfer of achievements;

• checking guidelines for quality assurance in the context of navigation solutions;

• dissemination of knowledge on the Integrated Framework of Qualifications.

Subjective education funding

One of the important elements of lifelong learning policy in Malopolska is to create a coherent and transparent system of quality assurance training, which will help residents to choose quality products, and learning institutions will mark tips on how to provide services at a high level. On behalf of the Regional Labour Office in Krakow an innovative project Malopolska Standards for Educational and Training Services was established in Poland, which was consulted with the Partnership.

In 2013, an operations centre Quality Assurance in Malopolska was started, which leads verification of training institutions for compliance with the Malopolska Standards for Educational and Training Services. Only those institutions that receive the mark of quality, will be able to offer services within the system of education financing entity.

9

Malopolska’s train to a career

The Partnership has developed a regional service assumptions about lifelong learning. “Malopolska’s train to a career”, launched in 2010 by the Regional Labour Office in Krakow, is one of the elements of information policy in the region about the possibility of personal and professional development.

It is a useful tool both for those who, regardless of age and have already gained qualifications still want to learn, as well as for institutions in Malopolska that deal with learning. The service publishes, among others, news and publications on learning, as well as information about the implementation of educational projects in Malopolska. Residents will find information about the learning institutions, institutions of vocational guidance and training offerings, they also have the opportunity to use professional on-line educational and counselling services.

“Malopolska’s train to a career” is a platform for the exchange of information between the members of the Partnership. Welcome to www.pociagdokariery.pl.

Promotion of lifelong learning

The Partnership has been convincing people of the region for many years that it is worth to learn. The study does not leave any illusions: almost 60% of adult residents do not learn, and the main reason for that is

the lack of a belief that investing in self-development can change the job situation (the similar belief has been expressed by inhabitants in whole Poland). So let’s take an effort of showing adults a positive dimension of learning, and making young people thirst for knowledge. So was the idea to create the Malopolska’s Learning Day, organized since 2011 in the first week of June.

The offer of Malopolska’s Learning Day is free and addressed

to all people of the region, from the very young to the elderly ones. They may take part in events, happenings, open lessons, competitions, family picnics, workshops, sports and street games.

In turn, the promotion of educational and professional counselling are: National Week of Career and Competition Festival in Malopolska, in which institutions gathered in the Partnership are involved every year.

10

Contact person, e-mail, telephone:

xxxxxxx

xxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxx

Examples of Partners

image: Freepik.com

11

Al. Jana Pawla II 78,

31-571 Krakow, Poland


Maria Adamczyk

[email protected]

Tel. +48 12 683 10 92

The key role of your institution is:

The Academy of Physical Education is a state university where about 4 thousand students study. AWF conducts first and second degrees of bachelor’s and master’s degree.

In your opinion, what is the essence of “The Malopolska Partnership for Lifelong Learning”?

In my opinion, the essence of the Małopolska Partnership for Lifelong Learning is to promotion of an attitude open to development and lifelong learning among students, engaging partnerships at regional and national level to co-create strategies and programming documents exchange of knowledge, experience and good practices with domestic and foreign institutions.

Academy of Physical Education in Cracow

12


A leading and opinion-forming organization in Poland, associating an elite coaching environment, creating, promoting and implementing work and education standards, which is a platform for the exchange of knowledge, information and professional development of its members and supporters.


A platform for cooperation and contacts for training and education organizations in Małopolska Region, which develops and promotes the idea of lifelong learning based on best practices. It brings together people who want to do new and useful things for those who value development and self-improvement.


Marek Tumiłowicz

President of Management Board

12 427 22 18 mobile 603 942 684

Lobzowska Str. No 12/4

31-140 Cracov

Association of Management Consultants and Trainers

13


Support for PK students in entering the labor market through career counseling and training activieties, assistance in the development of interpersonal skills.


Opportunity to cooperate with institutions from the region, sharing ideas and good practices.


[email protected]

12 628 29 11

Cracow University of Technology

Warszawska Str. No 24

31-155 Cracov

Career Services Cracow University of Technology

14


Our role is to provide with high-standard psychological and pedagogical services to children, their parents and teachers through assessments, consultations, prevention, therapy as well as mediations. Our follow -up services include individual and group therapy, support groups, social skills trainings, parenting courses and career guidance. We work in coalition with social services, employment services and judicial system. Our initiatives are aimed to improve the coordination between education, labour and health sectors. We are oriented into building success oriented’ teaching strategies and promoting personal well-being and the idea of a lifelong learning..


The Partnership connects institutions operating in different sectors (Education, Labour Market, Business and Private entrepreneurship), which constitutes a unique opportunity for our organizations’ development. By launching many initiatives and projects, it creates a new solutions recognized nationwide; among other activities it certifies training institutions, disseminates up-to-date research findings, maintains informational service – a website www.pociagdokariery.pl, or provides learning opportunities for career counsellors and became an expert body for policy makers. Ultimately, it meets the needs for an innovative and knowledge - based economy, makes a difference in our local communities and supports personal and professional growth of residents in Malopolska Region.


Elwira Zadęcka

e-mail: [email protected]

ph. +48 4156968, mobile +48 660637503

street Siewna 23D

31-231 Krakow

Centre for Psychological and Pedagogical Counselling number 2 in Cracow

15


Centre of Continuing Education provides secondary and vocational education and training for adults.


Develop cooperation between educational and vocational training institutions and institutions connected with the job market to promote the lifelong learning in Malopolska region. Supporting the youth and adults in adaptation to the changes on the job market by helping them in planning their vocational career and in efficient job searching.


Krystyna Łabędzka

[email protected]

Phone number: 048 126445166

Os. Szkolne 21

31-977 Krakow

Centrum Kształcenia Ustawicznego im. Jana Matejki (Centre of Continuing Education)

16


Educating students in professions such as: a chef, a hairdresser, a salesperson. In addition, Adult education and conducting courses and training.


Exchange of knowledge, experience and good practices with various institutions operating in the Małopolska region, promotion of an attitude open to development and lifelong learning among residents. Principle 4i, that is, it gives information, inspires, releases initiative and innovation.


Anna Glińska – Grochal

[email protected]

12 281 00 21

ul. 3 Maja 2

32-005 Niepołomice

Centrum Kształcenia Zawodowego i Ustawicznego w Niepołomicach, Ośrodek Dokształcania i Doskonalenia Zawodowego

17


Departament of Education, Municipality of Krakow is responsible for local educational policy, runs public schools – administrative supervision.


The Malopolska Partnership for Lifelong Learning is very expedient and effective platform of changing information from diverse subjects, which are closely associated with the adult education and labour market. Departament of Education shere data about formal education in Krakow (schools, courses, occupations) and use the information about the situation in the local and regional labour market to create the local educational policy.


Dariusz Domajewski

Deputy director of the Departament of Education


telephone: 12 616 52 00/02

Stachowicza 18

30-103 Krakow

Departament of Education, Municipality of Krakow

18


The Institute participates in the realisation of national and international research and implementation projects, including systemic projects cofinanced by the European Social Fund of the European Union. In 2018, the Committee for the Evaluation of Research Institutions gave the Educational Research Institute its top ranking – category A, highly assessing its scientific achievements, potential and the practical results of its activities. The staff of IBE includes experts in pedagogy, sociology, psychology, economics, political science and other scientific disciplines, with a broad spectrum of experience in teaching, public administration, non-governmental organisations and the private sector.


The Małopolska Partnership for Lifelong Learning integrates the communities engaged in lifelong learning in the region through the exchange of information and knowledge between institutions, and also implements joint educational projects.


Anna Kida

[email protected]

573-444-572

ul. Górczewska 8

01-180 Warszawa

Educational Research Institute

19


Europejski Instytut Edukacji Engram is the only certified school in Poland, which possess the prestigious Znak Jakości Małopolskich Standardów Usług Edukacyjno-Szkoleniowych. The key role of EIE ENGRAM is to share knowledge and experience through promotion of the effective learning methods, what is done with the use of the most modern technologies.


The Malopolska Partnership for Lifelong Learning” integrates the institutions on the labour, education and training market around 3 values: Professionalism, Partnership, Learning. Together we support the idea of Long Life Learning. We educate our customers and build the awarness of the requirements and expectations that have to be set before training companies. The effectiveness of training should be the standard! As we both organize trainings and also take part in trainings we are for supporting the highest quality standards in the educational-training branch.


Tomasz Lis-Wyczółkowski

[email protected]

+48124338970, +48509050132

ul. Karpińskiego 22

30-657 Kraków

Europejski Instytut Edukacji Engram Sp. z o.o.

20


Institute of Consulting - Sustainable Infrastructure Cluster – a network of co-operation for the promotion, development and implementation of sustainable construction and improving energy efficiency in Poland for :

• Companies • Universities , schools, and R&D institutions• NGOs, self-governments and municipalities• Business support institutionsInstitute of Consulting is a Polish training and consulting centre specialising in promoting, development and

of energy saving technologies, modern construction and renewable energy sources in cluster centre of technology transfer..


The essence of The Malopolska Partnership for Lifelong Learning is support for regional lifelong learning policy. It is also development of cooperation of institutions involved in its implementation in area of learning policy.


Rafał Łobocki –Business Manager

phone. 693994199

mail: [email protected] , www.klasterzi.pl

leader of Sustainable Infrastructure Cluster

Institute of Consulting

21


Professional activation unemployed people and support employers in the recruitment of employees.GUP performs tasks of the poviat self-government in particular in the scope of:1) labor market policy;2) implementation of the employment promotion program and activation of the local labor market as part of

the urban strategy for solving social problems;3) implementation of labor market services;4) implementation of labor market instruments;5) registering unemployed and jobseekers;6) granting and paying benefits and other unemployment benefits;7) implementation of tasks in the field of vocational rehabilitation and employment of disabled people.


The essence of the Małopolska Partnership for lifelong learning is to provide high-quality human resources for the competitive and innovative economy of Małopolska.


Jacek Solarz, manager of vocational guidance


telephone: 48 12 68 68 208

ul. Wąwozowa 34

31-851 Kraków

e-mail: [email protected],

telephone: 48 12 68 68 000

Krakow Labor Office (GUP)

22


Implementation of the European funds, in three major fields: entrepreneurship, education and social policy.


The Partnership creates a key role in building a well-educated society in the region. Engagement a wide range of institutions and their common actions bring new solutions necessary in the field of lifelong learning, which are adjusted to the changing needs of our region. Only such undertakings make sense because they include the voice of institutions which, due to the scope of their activities, have a chance to make a valuable contribution to the Partnership’s initiatives. Therefore the Partnership provides a stable frameworks for developing the competences of the Małopolska’s residents at every stage of their life.


Małgorzata Baster


telephone: +48 12 21 14 661

Jasnogórska 11 Street

31-358 Kraków, Poland

[email protected]

telephone: +48 12 37 69 100

Małopolska Centre for Entrepreneurship

23


Małopolska Chamber of Craft and Entrepreneurship is an independent organization which trains and examines students in vocational training. Also our aim is to represent Member Companies and their economic interest towards different authorities and to promote their activity in Poland and abroad. We combine tradition - various types of events, fairs, cultural events with modernity thanks to the implementation of educational projects and more. From 1 September 2014, the Chamber runs its own vocational school in the center of Krakow.


The main goal of the partnership is to bring schools closer to the business environment - to make the learning conditions as close as possible to real conditions. This applies to teaching young people and adults to best prepare them for entry (or return) to the labor market.


Janusz Kowalski - president

[email protected]

+48 12 4230747

ul. św. Anny 9

31-008 Kraków

Małopolska Chamber of Craft and Entrepreneurship

24


We support the development of people of culture: animators, librarians, members of cultural societies and informal groups, educators and teachers, museum workers, friends of the cultural and natural heritage as well as employees of cultural institutions.


Work jointly between sectors for the development of a good educational environment, in which qualitative, non-formal and informal education is developed and available for all residents of Malopolska.


Piotr Knas

0048 12 422 18 84

[email protected]

ul. 28 Lipca 1943 17c

30-233 Krakow

Malopolska Culture Institute

25


Undertaking activities for the development of the region and shaping the policy of innovative development of the region. Implementation of activities in the area of sustainable development and corporate social responsibility.


The modern world places very high demands on flexible and quick adaptation of the labor market’s needs, new professions and modern technologies. Technological progress and introduction of innovations in every aspect of human life require constant growth of our knowledge and acquiring new competences. The Małopolska Partnership for Lifelong Learning membership creates the opportunity of exchanging knowledge, experience and also supports the idea of lifelong learning. Acquiring new skills and raising professional qualifications is not only the opportunity to maintain employment, but also to find a better job. The subject matter is very significant in the context of regional development.


Anna Wełmińska


tel: 12-417-74-04, 604-190-189

Street: Kordylewskiego 11

31-542 Krakow

Malopolska Regional Development Agency

26


The Employers Union of Malopolska LEWIATAN was established in 1999, as a regional non-profit employers’ organization. Nowadays, it unifies approx. 140 companies of the southern part of Poland, 92 % of which belongs to the SME sector enterprises. Being a member of the Confederation LEWIATAN, MZP Lewiatan Malopolska Lewiatan represents private employers operating in various areas of business. It also constitutes an integral part of the Polish economic policy through its statutory participation in the process of creating law and social dialogue.


Kamilla Banasik-Brudny

[email protected]

12 2940603, 12 4215999

ul. Szlak 10/2a

31-161 Kraków

tel. 12 2940603, tel./faks 12 4215999

[email protected]; www.pracodawcy.org.pl

Małopolski Związek Pracodawców Lewiatan

27


Promotion of employment, mitigating of the effects of unemployment and vocational activation.


Cooperation between different institution to elaborate the best and the most effective models of continuing education.


Sylwia Jurecka

338444145 extension number: 1005

[email protected]

Wyspiańskiego Street 10

32-602 Oświęcim

Poviat Labor Office in Oświęcim

28


Professional, modern and effective supply of services to the local labour market providing clients with the greatest employment opportunities and employers with the best candidates for work.


The partnership effectively integrates activities of various institutions for lifelong learning and contributes to the development of an active approach to the acquisition of new qualifications.


Barbara Borowicz

[email protected]

14 688 23 52

pl. gen. J. Bema 3

Tarnow

Poviat Labor Office in Tarnow

29


The main aim of the Regional Centre for Social Policy in Krakow activities is the implementation of the Malopolska Provincial Government’s tasks in the field of social policy and especially implementation the Regional Strategy for Social Inclusion. The areas of activity :

• Development of comprehensive and effective child and family support system• Training for employees of the social welfare sector• Social activation and prevention of the social exclusion of elderly people• Development and strengthening of the foster care and adoption system• Domestic violence prevention• Equal opportunities for disabled people and prevention of their social exclusion


• Promoting and developing lifelong learning idea,• Cooperation platform between institutions connected with the education and training – exchange of information

between institutions,• Information about interesting initiatives, projects, results of social research.


Joanna Liszka


phone: 48 12 422 06 36

Piastowska Strett 32

30-070 Krakow

Regional Centre for Social Policy in Krakow

30


SAFETEAM offers heavy equipment operator training which include operation of backhoes, bulldozers, excavators, wheel loaders, scrapers, all-terrain fork lifts, crane, work platforms.


The essence of Malopolska Partnership for Lifelong Learning is possibylity to meet interesting people which develop lifelong learning in Malopolska. This is the area of activity for SAFETEAM too.


Paweł Kozioł – CEO

[email protected]

+48 515 873 733

ul. Opolska 12b

31-323 Kraków, Poland

Safeteam Sp. z o. o.

31


Education for adults, mostly in the field of sport instructors of various specialities. Courses, training sessions, seminars. On-site and online with e-learning tools.


The essence of “The Malopolska Partnership for Lifelong Learning” is being a platform of information sharing between the partners. Awareness of the new trends and technologies makes it possible to adjust education offer to the needs of adults who completed their formal education. It is necessary to learn about the requirements of these people and about the changes taking place in their work and lifestyle. The fact, that qualifications are becoming increasingly temporary in their character, educational institutions need to adjust the content and methodology of their courses. This is why the access to information and the possibility of exchange of information are so important.


Teresa Przybylska


tel.: +48601230460

Łętowe 277

34 – 733 Mszana Górna

SZKOŁA GÓRSKA - Niepubliczna Placówka Kształcenia Ustawicznego

32


The Region (The Marshal’s Office) :1) is the governing body (administrative supervision) for the teacher training center, libraries, art and sports

schools, special schools, e.t.c.);2) cooperates with entities responsible for education, vocational education and higher education as well as

labor market and economic development;3) prepares and implements projects financed from EU programs in the field of education development and

vocational education and lifelong learning – in regional and interregional fields.


The essence of „The Malopolska Partnership for Lifelong Learning” is to strengthen the links and cooperation between the regional actors, which guarantees the consistency and synergy of actions and information flow. The Partnership supports the development of LLL at regional level and enables practice sharing.

Urząd Marszałkowski Województwa Małopolskiego

Departament Edukacji

Os. Teatralne 4a, 31-945 Kraków



Dariusz Styrna

Director of the Education Department

tel. 12 61 60 700

The Marshal’s Office of the Malopolska Region - Department of Education

33


Education, scientific research, consulting in field of Tourism and Leisure, Computer Sciences, Social Sciences.


The main aim is development of cooperation between HEI’s, promotion of education among citizens of region, creation new solutions in area education.


Marek Nocoń, PhD

[email protected]

+48 33 874 54 27

ul. Zamkowa 1

34-200 Sucha Beskidzka

Wyższa Szkoła Turystyki i Ekologii / The University College of Tourism and Ecology

34


The Vocational Education Centre (ZDZ) in Katowice is the oldest vocational education company in Silesia with it over 90 years of tradition since it started its activity in 1926.ZDZ Katowice operates through the network of 24 vocational education centres and 53 non-public schools having the rights of public schools in the area of the Śląskie Voivodship and selected counties of the Małopolskie and Łódzkie Voivodships. Our educational offer is addressed to companies, institutions and individual recipients, including employed persons and persons looking for a job, improving their knowledge and professional skills, changing a profession, both the adult and the youth. At our training courses, we teach almost 20,000 persons at over 200 faculties and specialities per annum. Since the beginning of our activity, almost 2,350,000 persons have acquired professional qualifications at our training courses. The Centre provides top quality educational services and continuously improves its development


Grzegorz Gaik

Head of the Education and Pedagogical Supervision Department

Phone:0048 32 603 77 24,

e-mail:[email protected]

Zakład Doskonalenia Zawodowego w Katowicach

ul. Krasińskiego 2

40-952 Katowice

The Vocational Education Centre in Katowice

35

strategies and concepts. Our major goal is to meet our customers’ requirements and expectations. To fulfil the needs of course participants and students of our schools, we develop and publish our own publications in the form of manuals, scripts and other training materials. ZDZ, as the first educational institution in Poland, obtained ISO 9001 quality certificate in 2000. ZDZ in Katowice actively participates in the execution of projects co-financed from EU fund, The European projects organised by the Centre have involved over 70 thousand beneficiaries in total. As a complementation of above activities ZDZ Katowice also offer assistance in job choosing or changing, improving qualifications by providing career counselling, complex services related to professional, business, psychological consultancy and job agency..


Zakład Doskonalenia Zawodowego in Katowice as the institution of labour market, education and training is the member of “ the Malopolska Partnership for Lifelong Learning” because it wants to implement the objectives of the Partnership, among others: ensuring the availability of information and educational services, e.g. training, career counseling for every resident, regardless of where he lives or what age he is - ensuring the quality of services provided - developing and applying innovative quality standards – MSUES.

„The Malopolska Partnership for Lifelong Learning” allows cooperation of the institution of labour market and educational units of the region. The cooperation of regional companies, exchange of knowledge, experience and good practice is important in developing and undertaking innovative educational solutions that will adequately meet the region’s needs.

„The Malopolska Partnership for Lifelong Learning” supports and inspires for innovative activities in the field of lifelong learning, education with and career guidance..

36


Vocational Training Center educates and trains both young people and adults. Main fields of activity are: vocational training, education in the school system, qualifying exams. Training workshops produce and render services in mechanical, electronic, electrical and timber sector.


The partnership brings together institutions that often compete with each other on a daily basis and encourage them to discuss the quality of the educational offer and future challenges in education. Public and private institutions, employers, schools or non-profit organizations have their place in this partnership and it allows us to get to know different points of view on the issues of lifelong learning.


Dorota Chudy

[email protected]

+48 12 629 85 00, + 48 12 629 85 65

ul.Wybickiego 3a

31-261 Kraków

Vocational Training Center in Cracov

37


VLC performs state tasks directed towards teenagers over 15 years of age, and the unemployed under 25 years of age, that include employment services, counteract social marginalization and social exclusion, as well as tasks related to education and upbringing.


In our opinion, the essence of the partnership is the development of cooperation between institutions operating in the areas of education, training, employment. The partnership focuses on the exchange of knowledge, experience and good practices with domestic and foreign institutions, gives information, inspires, releases initiative and innovation.


Krzysztof Świerczek

tel./e-mail: 12 633 07 06

[email protected]

Al. Słowackiego 44

30-018 Cracow

www.malopolska.ohp.pl

Voluntary Labour Corps in Malopolska

38


Regional Public Library in Kraków (RPLK) run by regional self-government is the main public library in Malopolska Region.

It carries out a wide range of educational and cultural activities for at local and regional levels for various generations. In particular, a comprehensive „School @ Active Senior” program has been implemented since 2007 in partnership with the Polish-German Association in Krakow which is addressed to the seniors.

„School @Active Seniors” provides older people with free life-long learning activities. Through courses, seminars and events, older people are encouraged to pursue their interests and hobbies while joining the information society, meeting new people, and becoming active citizens.

More concerning S@S, also concerning its current activities, is available at its website: sas.tpnk.org.pl.


Partnership brings together various institutions, organizations and companies, which makes it possible to:• cooperate multilaterally,• exchange experience and good practices,• increasing the knowledge and skills of employees.


Lidia Maria Jedlińska

main specialist of social integration

[email protected]

ul. Rajska.1

31-124 Kraków

+48 12 37 52 238; 791 91 91 08

Regional Public Library in Kraków (RPLK)

39


Voluntary Labour Corps performs is a public institution that perform tasks for teenagers over 15 years of age, and the unemployed under 25 years of age. Voluntary Labour Corps’ services include employment services, counteract social marginalization and social exclusion and tasks related to education and upbringing.


The point of „The Malopolska Partnership for Lifelong Learning” is to set up conditions for comprehensive development to guarantee high quality of human resources in Malopolska. These actions are the most important in the field of creating competitive and innovative economy of the region. In order to achieve this goal an open approach to development and lifelong learning among residents is must.


Krzysztof Borek

[email protected]

+48 18 441-35-87

Centrum Edukacji i Pracy Młodzieży Ochotniczych Hufców Pracy

ul. Rejtana 18

33-300 Nowy Sącz

Voluntary Labour Corps performs

40


The Youth Education and Labor Centre in Tarnów is an organizational unit of The Voluntary Labour Corps which deals with the widely understood vocational activation of young learners and job seekers aged 15-25.

One of the main tasks of CEiPM is to counteract unemployment and alleviate its effects among graduates of secondary and tertiary education and those already qualified but unemployed and threatened with unemployment.

CEiPM offers basic labor market services through career guidance, organizing training and apprenticeship courses qualifying or retraining, and workshops to learn how to move around the labor market..


The Malopolska Partnership for Lifelong Learning ensures:• cooperation of institutions acting for the labor market• undertaking joint initiatives to support professionally passive people• easier contact with people at risk of social exclusion• promoting of learning in various forms and at different stages of life, depending on development needs• facilitating access for people interested in good quality education and obtaining qualifications appreciated in the

country and abroad.


Adam Potempa


tel. nr: 14 621 95 64

ul. Mościckiego 27

33-100 Tarnów

Youth Education and Labour Center The Voluntary Labour Corps in Tarnów

41


We provide practical training for youth and adults in the form of apprenticeships and practical classes. The areas of education are the electrical and electronic industry, the IT industry and the mechatronic industry. We carry out tests confirming professional qualifications.


Partnership for lifelong learning is an excellent opportunity to exchange experiences. It gives the opportunity to observe good practices and trends in lifelong learning. A valuable initiative and success of the partnership is the implementation of the Małopolska Standards for Educational and Training Services (MSUES).


Ryszard Stojak

[email protected]

+48 18 443-82-13

ul. Zamenhofa 1

33-300 Nowy Sącz

Zespół Placówek Kształcenia Zawodowego

42


Our students participate in UNION PROJECTS --- they are visiting construction companies and .. cities, European Parliament ... .REALIZING holiday STAY at employers.


Director: mgr Andrzej Mielczarek

Career counselor mgr Halina Polaska

phone: (12) 637-48-82

[email protected]

ul. Szablowskiego 1

30-127 Kraków

www.zsb1.pl

Zespół Szkół Budowlanych Nr 1

ZESPÓŁ SZKÓŁ BUDOWLANYCH NR 1W KRAKOWIE

TECHNIKUM BUDOWLANESZKOŁA BRANŻOWA I i II degree

EU Projects :-CENTRUM KSZTAŁCENIA ZAWODOWEGO-MAŁOPOLSKA CHMURA EDUKACYJNA

We are heirsTechnical Institute

foundedby

Szczepana Humberta, he is among the top 200 technicians in Poland fields of

study

43

KKRAKOWSKA CONSTRUCTION

Our students participate in UNION PROJECTS --- they are visiting construction companies and .. cities, European Parliament ... .REALIZING holiday STAY at employers

CONTACTZespół Szkół Budowlanych Nr 1

30-127 Kraków ul. Szablowskiego 1

Director: mgr Andrzej Mielczarek

Career counselor mgr Halina Polaska

www.zsb1.pltelefon: (12) 637- 48- [email protected]

fax: (12) 637-19-09

44

The Quality Label of Małopolska Standards for Education and Training Services is a confirmation that training and consulting are carried out at the appropriate level, the company is managed well, and the quality of services provided is checked and monitored by a public institution. Before granting of the label, there is a thorough independent external audit, which includes training and advisory activities in the area of service organisation, members of staff, and quality management.

The strengths of Małopolska Standards for Education and Training Services certification are the transparency of the process (you may find all information about the terms and conditions at www.msues.pl), as well as the support in implementing the Standards from the staff of the Centre who in April 2018 had carried out over 240 audits. The most vital elements of the certification are: an independent external audit, run by authorised auditing institutions, and then supervision of institutions holding the Quality Label of Małopolska Standards for Education and Training Services, which were entered in the relevant register. Since the quality of certification depends on the quality of the audit, auditing institutions and auditors have to meet strict quality requirements and complete a mandatory development programme.

For years, the Małopolska region has focused on pursuing the high quality of development services, which was finalised in 2010 with the establishment of Małopolska Standards for Education and Training Services (hereinafter referred to as “the Standards”), created in cooperation with training companies

and entrepreneurs partnered with the Małopolska Partnership for Lifelong Learning. From start to finish, the work on the Standards was guided by the objective to effectively use public funding for these services. The Standards were created to promote solutions and practices conducive to matching the needs, good organisation, substantive reliability, and, most of all, high efficiency of education and training services. The Standards became the basis for the development of self-assessment tools, as well as audit procedures for institutions providing education and training services. A positive completion of the audit leads to the awarding of the Quality Label of Małopolska Standards for Education and Training Services to the institution.

The training market is changing — apart from training, companies offer also consulting services, coaching, and career counselling. These services are often combined, and even seep into each other. To answer these innovations we updated Standards, officially publishing them as Małopolska Standards for Education and Training Services 2.0. For several years now, you can formally confirm the compliance of the services provided by a company with the Standards, and take the verification process. Such a possibility is provided by the Centre for Quality Assurance of Education in the Voivodeship Labour Office in Kraków. This label also confirms fulfilling the quality requirements for the training and consulting services in the Development Services Database maintained by the Polish Agency for Regional Development. After several years of implementing the Małopolska Standards for Education and Training Services certification, we may be positive that the Standards determine the expected

45

level of quality of consulting services, and were prepared as a direct response to the expectations of clients (including entrepreneurs).

The system also provides support in implementing standards. Individual consultations for companies in the Centre for Quality Assurance of Education, and a guidebook to the Standards serve this purpose. The latest publication The Guidebook to Małopolska Standards for Education and Training Services 2.0 is the result of the work of many communities for the quality of training and consulting services. It takes into account the experience of service providers, organisations associating service providers, as well as the Centre for Quality Assurance of Education, and auditors participating in the certification process. The guidebook is a great source of tips and ideas on how to provide services supporting the development of people and enterprises. The guide contains examples of good practices and tips on what to do to improve the quality of development services offered by a company. The Guidebook to Małopolska Standards for Education and Training Services 2.0 is a practical support for institutions interested in applying for the Quality Label of the Standards. It allows you to plan the certification process well, and, simultaneously, not waste time which is invaluable in business. It is worth using the Guidebook to do self-assessment of compliance with Małopolska Standards for Education and Training Services. Items helpful to accomplish that include the Guidebook’s framework audit plan and other ideas stored there for further development of organisations which “already have quality.”

The Quality Label has been awarded from 2013. At that time, the certification was accompanied by a test of subjective systems for financing of trainings in Małopolska. 147 Quality Labels awarded for 3 years have been recognised in the Development Services Database, which is part of the currently operating system, including training and development vouchers.

Since 2016, the Voivodeship Labour Office in Kraków, as an institution implementing the tasks of

the regional government, runs a system for the quality management of training and consultancy services, based on Małopolska Standards for Education and Training Services. The Centre for Quality Assurance of Education appointed for this purpose is responsible for ensuring the proper quality of training and consulting services in the region. Although the system is regional, the Quality Label of Małopolska Standards for Education and Training Services may also include companies from other parts of Poland which train and consult in the Małopolska region, or intend on entering this market.

The first version of the Standards, developed in 2012, referred to what at the time of their creation was the mainstream of activities related to adult education. The understanding of an education and training service was therefore narrowed down to services functioning on the market as courses, workshops, or trainings for personal, interpersonal, and managerial competences, as well as some inductions and lectures. Therefore, a criterion for recognising something as an education and training service is not only a focus on competence development, but also on teaching and compliance with the previously adopted programme. After the Standards have been around for 5 years, their scope has expanded — conclusions from audits, expectations of clients and training institutions, as well as the growing market diversity have created the need to refer to forms of supporting development, such as coaching, mentoring, counselling, and career guidance, as well as facilitation and confirmation of learning outcomes. The new definition therefore covers all structured actions aimed at strengthening or confirming competence, not limited to “teaching.”

46

Małopolska Standards for Education and Training Services

Version 2.0

Basic Definitions

An educational and training service means a service involving various forms of learning, aimed at acquiring, maintaining confirmation, or increasing the knowledge, skills, or social competences of adults, including those preparing to obtain qualifications or allowing their development, intended for clearly defined development objectives and implemented in accordance with a previously prepared programme (e.g. training, workshop), plan, contract, scenario (e.g. career counselling, coaching, mentoring, validation).

The individual indicators refer to the following services:

- training (marked with the letter S) — aimed at acquiring, confirming, or increasing the knowledge, skills, or social competences of the recipient, including those preparing to obtain the qualifications referred to in Art. 2, Section 8 of the Act of 22nd December 2015 on the Integrated Qualification System ( Journal of Laws of 2016, Item 64 and 1010), in the manner specified in this Act or allowing its development

or

- consulting (marked with the letter D) — aimed at acquiring, maintaining, or increasing knowledge, skills, or social competences of the recipient or allowing its development.

ATTENTION! The indicators, which remain unchanged in relation to Małopolska Standards for Education and Training Services 1.0, and apply only to training, have the letter S. In the version 2.0 of the Standards, we have added new indicators, specific for services other than the training ones (marked with the letter D). Some of the indicators concerning trainings have been modified with parameters other than development services training (marked as S+D).

An institution providing education and training services — public and non-public entities providing training and consulting services, and providing, on the basis of separate regulations, out-of-school education addressed to adults.

APPENDIX No 1

47

Coaching1

An interactive process which helps individuals or groups/teams to accelerate the pace of development, improve performance, and boost the quality of functioning. It is based on the relationship supporting the process, with its objectives decided by the client. Coaching focuses on the client’s current situation, and on what they intend to do to achieve the desired objective. Coaching may result in the formulation of specific per-sonal and professional objectives, optimisation of activities, more accurate decisions, more complete use of your natural abilities. Coaching usually takes a form of one-to-one meetings, although team or group coaching is also possible.

Mentoring2

A special type of support, which is the result of a usually long-lasting, relationship be-tween the parties involved in the process. Mentoring activities are aimed at developing the client’s potential and preparing them for new tasks and projects. A mentor is to some extent a guide supporting a mentee in the development of both professional and personal competences. On the basis of mutual respect and trust, the mentors shares their knowledge and experience, raises questions, and helps to get to know the problem from different perspectives, while leading their mentees to self-reliance, and a company towards a learning organisation. The mentees, thanks to the mentor’s support, develop their potential and competences. Mentoring as a method of development is successful-ly used for business, academic, and civic purposes.

Consulting for organ-isations

Expert consulting in the context of working with an organisation consists in properly diagnosing the situation, needs, and preferences of a company — in order to select and propose the most appropriate solution to the organisation. In this context, a consultant is someone who can give advice. Therefore, we assume that in addition to the com-petences related to the diagnosis of needs and matching solutions, the consultant has expert knowledge in a given field. Clients who come with a specific problem can count on receiving a ready-made recipe which should solve the issues at hand.

Organisational Development Consulting (ODC) takes into account the fact that or-ganisations were created by people, and function in a way that suits their rational and irrational needs, emotions, ideas, or beliefs. Consultants recognising such assumptions should have knowledge and business experience, but their work is not technical, and does not involve designing ready-made solutions. The most important element of the job is the facilitation of organisational change — running clients through successive stages of the consulting project in a way which increases self-awareness, builds mo-tivation to change, engages employees in designing solutions, and strengthens their self-reliance.

Career Counselling3

The process in which a career counsellor helps clients to better understand themselves in relation to the work environment, which enables real choice or change of employ-ment, or makes it possible to achieve proper employability.

Educational and career counselling, carried out in accordance with EU guidelines4, needs to be broad and lifelong in its nature. They can be seen as shaping attitudes that are active in planning one’s educational and professional career. Therefore, this type of counselling can become an important element of a development programme, rather than a sequence of isolated, occasional activities.

48

Facilitation5

The impact on group work which helps achieve the best results in optimal time while maximising the potential of the given group. Facilitators propose ways of working and determines the stages which make it easier to reach the planned result. They engage participants and help them benefit from a variety of perspectives. The facilitator’s role is to actively help and accompany actions, but not to prompt or provide ready-made solutions. The facilitation process can be used for single meetings, e.g. dedicated to solving a specific operational problem, as well as for longer, complex procedures related to implementation of changes or process optimisation.

Facilitation is used both in business and social aspects of life. It is used in many types of meetings, such as: strategic sessions, problem solving, creation of innovative solu-tions, conflict resolution, strengthening of cooperation between groups/departments/branches of an organisation, or exchange of experiences and joint learning.

Confirming learning outcomes (valida-tion)6

Within the meaning of the Act on the Integrated Qualification System, the confirma-tion of learning outcomes needs to check whether a person applying for a particular qualification (regardless of the person’s learning method) achieved a separate part or all of the learning outcomes required for that qualification7. The confirmation of qual-ifications is a complex process consisting of identifying, documenting, and confirming learning outcomes.

In a broader meaning, which goes beyond the Integrated Qualification System, the confirmation of learning outcomes means every form of checking whether a given per-son has achieved a certain set of learning outcomes, e.g. a practical exam at the end of the training.

CertificationA process in which the learners receive a formal document from the authorised institution stating they have achieved a certain qualification. Within the meaning of the Integrated Qualification System, certification takes place after validation, and consists in the preparation and issuing of relevant documentation confirming the qualification.

In a broader meaning, constantly applicable to the development services market, certi-fication is a process which includes both confirming learning outcomes and issuing an appropriate certificate.

1 Polish Chapter of the International Coach Federation: http://icf.org.pl.2 International Mentors Association: http://mentorsassociation.org/cms/. 3 Education and Career Counselling. Examples of solutions. KOWEZiU 2014: http://www.euroguidance.pl/publikacje/doradztwo-edukacyjno-za-wodowe.pdf 4 EU Resolution on Career Counselling: http://www.sdsiz.com.pl/userfiles/REZOLUCJA_UE%20O% 20 PROFESSIONAL ADVISORY_2008.doc.5 Description of the facilitator’s role on the pages of Wszechnica UJ: http://www.wszechnica.uj.pl/pl/facylitator/czej_jest_facylitacja/.6 Sectoral Frame of Qualification for Development Services: http://www.kwalifikacje.edu.pl/download/publikacje/SRK-usługi%20rozwojowe_fin.pdf 7 Glossary of the Integrated Qualification System: http://www.kwalifikacje.edu.pl/download/slownik_zsk_2017.pdf.

49

Standard

Indicators of compliance with the standard

The level of compliance with the standard:

O — indicators of the expected level, demonstrating high quality of services P — indicators of the level above the standard

Services covered by individual indicators:

S — training service D — consulting service S+D — training and consulting service

I. Standards for Services 1. The

objectives and scope of services are tailored to the needs of the participants

O 1.1. S The staff managing the training institution can indicate the relationship between the open training offer and the needs and expectations of potential recipients, pointing out the sources of knowledge outside of their own opinions (e.g. own market research, publicly available reports and publications).

1.2. S The implementation of all closed training conducted by the institution is preceded by an analysis of needs, the results of which are described in the form of a note containing at least: information about the participants, in particular regarding the initial level of

competences developed during the training; information on the expectations of the client, in particular on the desired

training results and the area of their application.1.3. S The institution contacts some of the participants of the open trainings before

their start, and collects supplementary information about their needs.

1.4. S In open trainings with a duration of 60 or more training hours, the institution concludes a contract specifying the scope of services and mutual obligations with each participant or contracting entity.

1.5. D The provision of all services provided by the institution is preceded by an analysis of the client's needs, the results of which are described, for example, in an advisory letter, a contract, correspondence, in a note, or in an agreement containing at least: information of the participant adequate to the scope of the service, information on the expectations of the client, in particular on the desired

service results and the area of their application. 1.6. D The institution contacts clients before starting group services in order to

determine their expectations and establish the adequacy of the scope of the service in comparison to their needs (e.g. e-mail, questionnaire, note from a conversation).

1.7. D The institution agrees with the client about the service objectives. These objectives should be understandable and clear to the client of the service, and allow to assess whether they have been achieved within a certain time frame. The institution has documentation in this regard (e.g. correspondence with the client, a written agreement, note, questionnaire, contract).

50

P 1.8. S The training institution uses methods of diagnosing the needs of participants which go beyond the interview with the participants and the questionnaire.

1.9. S The training institution qualifies the participants to participate in the training on the basis of the results from the assessment of their initial competence level.

1.10. S The analysis of needs for all of the closed training offered by the institution includes the collection of information from at least three different perspectives selected from the following: direct superiors of participants, co-workers or subordinates of participants, employees responsible in the client's organisation for development and

training, members of the management board or senior management, internal and external clients, other stakeholders interested in the

participants' work results. 2. Programmes are described in the language of learning outcomes

O 2.1 S The institution describes the learning objectives for the training offered in a way that they meet the following criteria jointly:

the objectives are presented in the form of a description of learning outcomes for the participant,

the objectives are formulated in a measurable way.P 2.2 S The institution awards all participants with confirmation of participation in the

training in a form adapted to the requirements of the Ministry of National Education.

2.3 S The institution enables participants of selected training to confirm learning outcomes by a procedure compliant with the requirements of the Ministry of National Education.

3. Programmes and methods are based on current and reliable knowledge, and implemented in a form adequate to the purpose.

O 3.1 S Training participants receive materials containing a summary of the content of the training and references to the sources of knowledge which was the base for the training.

3.2 S The materials supporting education (e.g. scripts, presentations, films) offered by the institution are used in a manner which respects the copyright, including, in particular, the mention of their author and source.

3.3 S The training offered by the institution uses a variety of participative teaching methods, and is adapted to the specificity of the situation of the participating adults.

3.4 S The methods used are adequate to the declared results, the content of the training, and the specificity of the group.

3.5 D The institution specifies and provides the client with working methods adequate to the specific objectives and expected results of the service in accordance with the best and current knowledge and practice. Working methods should be adapted to the level of competence and self-reliance of participants. This information is documented (e.g. in correspondence with the client, a written agreement, a note, a questionnaire, contract, a service sheet).

P 4. The

institution conducts activities supporting the consolidation of learning

O 4.1. S The institution provides participants or an organisation delegating them with at least one form of support in consolidating learning outcomes, including: recommendations and tips for self-study after completing the training, additional exercises and tasks to be completed after the training, post-training meetings and sessions, personal or remote consultations with the training staff, web forums moderated by the training staff, complementary e-learning lessons, access to the knowledge base (articles, exercises, audio-visual materials)

supporting further autonomous learning.

51

outcomes. 4.2. D The institution provides participants or an organisation delegating them with at least one form of support in development, including: Individual Development Plan, Individual Action Plan, a contact to the person providing the service, materials helpful in further development.

P 4.3. S The institution provides individual feedback to all training participants on their learning progress.

4.4. S The institution offers training participants a minimum of two different forms of support in implementing the acquired knowledge and skills, including: additional exercises and tasks to be completed after the training, post-training meetings and sessions, personal or remote consultations with the training staff, web forums moderated by the training staff, complementary e-learning lessons, access to the knowledge base (articles, exercises, audio-visual materials)

supporting further autonomous learning.

4.5. S The institution implements at least one training project for an organisation annually, which takes into account extensive activities supporting the consolidation of changes after the training.

5. The institution systematically examines the results of the services provided.

O 5.1 S The institution applies the procedure for assessing the learning outcomes of all trainings, including the participant's opinion survey. or other advanced forms of evaluation.

5.2 S The institution provides reports summarising the evaluation of learning outcomes to the staff conducting the given training, and in the case of closed trainings also the institution which orders them.

5.3 S The institution publishes a summary of the conducted evaluation activities, references, or opinions of the training participants, using websites or information materials to this end.

5.4 D The institution uses the procedure to evaluate the results of service in relation to the objectives established and agreed upon with the client.

5.5 D The institution provides the results of the evaluation to the staff running the service and the institution contracting it, in accordance with the rules of professional ethics.

5.6 D The institution publishes information on the evaluation of its services, references, or customer opinions on websites or in information materials.

P 5.7 S The institution uses a variety of training evaluation tools at the level of learning outcomes which go beyond the participant opinion survey.

5.8 S The institution conducts and publishes annual evaluation results of long-term learning outcomes, including analysis of changes in the situation and behaviour of participants after a minimum of 3 months from the end of the training selected for the evaluation.

52

II. Standards for the competence and development of the staff6. The institution

has staff responsible for the professional quality of services.

O 6.1 S+D Each of the services offered by the institution is supervised by a functional manager: an employee or associate of the institution, responsible for ensuring the reliability of content and work methods adequate to the objectives. This function can be performed by the person running the given service.

6.2 S+D The person in the role of the functional manager in the institution shall fulfil collectively the following conditions:

has a minimum of 3 years of professional experience in the area relevant to the subject of supervised services (training, counselling, mentoring), OR carried out in this field respectively 300 hours of training, 500 hours of consulting, coaching, mentoring, including intervision and supervision,

and has education (e.g. higher specialised education, specialised courses,

and postgraduate studies, field-appropriate certificates and qualifications) in the area relevant to the subject of training or other services.

P 6.3 S+D The staff working for the institution includes at least five people working under an employment contract, or declaring permanent cooperation and working at least 60 hours per year for the institution performing services.

7. Theoretical and practical knowledge of the staff is appropriate to the scope and objectives of the services.

O 7.1 S+D All staff members have professional experience, education, or qualifications relevant to the scope of the services they provide.

P 7.2 S More than half of the training staff have education and experience at an expert level, i.e. within the field of the services they provide, they meet in total three of the following criteria:

a minimum of 5 years of professional experience (including experience related to teaching or consulting),

a minimum of 500 hours of completed trainings, documented, advanced education (e.g. specialised courses or post-

graduate studies, an academic title, certificates and qualifications relevant to the field),

achievements in creating proprietary solutions and content, or managing professional work (e.g. publications, research, authorship of strategic documents, consultancy for organisations, functional management of projects).

8. The staff has social and methodological competences related to education or provision of services.

O 8.1 S+D Each person belonging to the institution's staff meets at least one of the following conditions:

8.1.1. Training staff: has completed a 60-hour teaching course at minimum, or an adult-

teaching course, i.e. serving the development of competences similar to the following: understanding the situation of adult learners, defining educational objectives, designing a training programme, clear presentation of knowledge, using active teaching methods;

has a certificate granted by an external institution confirming the competences similar to those mentioned above;

has 750 hours of experience in the field of education for adults; has specialised education and a minimum of 5 years of professional

experience in a given field and teachers only in by lectures.8.1.2 Career counsellor

has 200 hours of experience in providing career counselling services; or has graduated in psychology, pedagogy, human resource

management, or postgraduate studies in the field of career counselling (in the case of educational and career counselling — education of children and adolescents), or other education, and a minimum of 5 years of professional experience in the field of career counselling.

8.1.3 Coach — has completed at least 60 hours of courses about the programme and in the scope relevant to courses accredited by affiliating organisations, has 100 hours of coaching experience, and was supervised by other coaches.

53

8.1.4. Mentor — has 100 hours of mentoring experience, completed mentoring course/training session, and has 5 years of experience in a given field or industry, in which he/she plays the role of mentor

8.1.5 Adviser has 200 hours of experience in consulting, or has specialist knowledge, competences, or qualifications in the field in

which he/she provides consulting services and works only in a consulting team with a functional coordinator.

8.1.6 Facilitator and Moderator — has 100 hours of experience in working with groups using the workshop method, and has completed a training session in the field of facilitation, moderation, or cooperation techniques with a group.

P 8.2 S More than half of the training staff has completed an advanced course or preparatory courses for adult education, i.e. a course or courses lasting a total of min. 150 training hours to develop competences mentioned in Section 9.1. and the ones given below:

diagnosis of training needs, evaluation of learning outcomes, understanding cognitive, motivational, and emotional determinants

which impact the effectiveness of adult learning, understanding and influencing the dynamics of functioning of small

social groups, dealing with difficult training situations, or has a certificate issued by another institution confirming the above-

mentioned competence.

8.3 S More than half of the training staff has certificates confirming competences in the field of adult education, obtained in a process which meets the following criteria:

clearly defined set of diagnosed competencies, corresponding approximately to the competences mentioned in Section 8.1.1,

various evaluation methods allowing for a multi-faceted diagnosis of competences,

the independence of the institution awarding the certificate from the institution employing the certified person,

8.4 D Moderator has knowledge, competence, qualifications, or experience in the field in which he/she provides services.

9. The staff actively participates in developing activities and revises their own competences.

O 9.1 S+D Each member of the staff participates in at least one educational programme during the year, oriented at developing and revising competences related to the practised profession and lasting a minimum of 16 hours, e.g. internal or external training, conference, post-graduate studies.

P 9.2 S+D The institution has implemented systemic solutions for improving the competences of its own staff (e.g. individual development and training plans, internal training cycles, mentoring programmes, and supervision).

10. The staff contributes to the popularisation of knowledge and the exchange of good practices in the field of LLL.

O 10.1 D The staff of the institution actively participates in various forms of networking and exchange of experiences in a manner adequate to its potential and industry specificity (e.g. forum speeches, membership in associations, blogging, publishing articles, media visibility, participation in social responsibility programmes).

P 10.2 S+D Over half of the staff members belong to an organisation which promotes the idea of lifelong learning, popularises knowledge, or improves the quality of services and exchanges good practices.

10.3 S+D In the last 12 months, staff members have participated in at least three events (e.g. conferences, workshops, seminars, study visits) for the purposes set out in Section 10.2.

10.4 S+D In the last 12 months, staff members have prepared at least one publication or conference call for the purposes set out in Section 10.2.

54

III. Standards for infrastructure, organisation, and customer service 11. The institution

provides participants with reliable service and efficient organisation of the service.

O 11.1 S+D The institution applies a service delivery procedure understood as a list of activities with roles assigned which are responsible for the performance of the activities. The procedure defines at least the following roles:

functional manager (see Standard 6) responsible for overseeing the content and results of training or other services,

organisational coordinator responsible for information management, client contacts, and service organisation.

In the case of the training service, the roles mentioned above shall not joined by one person for trainings lasting longer than 16 hours.

P 12. The institution

organises services in conditions which ensure the comfort of participants and the hygiene of intellectual work.

O 12.1. S The training offered by the institution takes place in rooms meeting the following conditions:

surface suitable for the size of the group, with access to daylight and artificial lighting,

comfortable air temperature, no noise disturbing from outside, kept clean, access to sanitary facilities, furniture (chairs, tables if necessary) which allow arranging space

in a manner appropriate to the specificity of the training.

Within the standard, it is permissible to provide training which does not meet some of the listed conditions, if it is justified by a unique form of work, resulting from the assumed objectives and methods of education (e.g. a field exercise).

12.2. D The place where the service is provided is adapted to its nature, shall not adversely affect the purpose of the service and allows, when it is necessary, to preserve the confidentiality of one-to-one interactions. In the case of a group service, the rooms, in which the service is organised, shall meet the following conditions: surface suitable for the size of the group, with access to daylight

and artificial lighting, comfortable air temperature, no noise disturbing from outside, kept clean, access to sanitary facilities, furniture (chairs, tables if necessary) which allow arranging space

in a manner appropriate to the specificity of the service.

Within the standard, it is permissible to provide services which do not meet some of the listed conditions, if it is justified by a specific form of work, resulting from the assumed objectives and methods.

P 12.3. S Training offered by the institution takes place in buildings adapted to the needs of people with physical disabilities (driveways, lifts, toilets, training room).

12.4. S The training offered by the institution shall be organised in places providing participants with: drinks and refreshments during breaks, a space outside the training room to rest during breaks, Internet access and office equipment (e.g. a photocopier, a fax

machine, a printer).

55

13. The institution plans the time of service in a manner conducive to the comfort of participants and the hygiene of intellectual work.

O 13.1. S+D Timetables of training and other group services provided by the institution shall meet the following requirements:

the duration of one module/session shall not exceed 5 consecutive days,

the duration of classes, including breaks, shall not exceed 8 clock hours in one day,

during classes regular breaks shall be planned at least 15 minutes for every 2 clock hours,

during classes lasting longer than 6 clock hours one break shall planned, lasting at least 45 minutes.

Within the standard, it is permissible to provide services which do not meet some of the listed conditions, if it is justified by a specific form of work, resulting from the assumed objectives and methods.13.2. D The time of service provision is adequate to the specific objectives

and proposed methods. A one-time service cannot last shorter than 45 minutes.

P 14. The institution

has various technical means and materials supporting the implementation of the service.

O 14.1. S+D Services offered by the institution are held in rooms providing access to a variety of resources and materials, including: a flipchart or a board, a computer and a multimedia projector, a telephone, Internet

access, paper and writing utensils for participants, other specialist materials necessary to provide the service, when

the method requires this (e.g. tests, questionnaires, teaching materials).

Within the standard, it is permissible to provide services which do not meet some of the listed conditions, if it is justified by a specific form of work, resulting from the assumed objectives and methods.

P

15. The institution is prepared to respond to unforeseen situations and customer reservations.

O 15.1 S+D The institution has a complaint procedure for situations in which the service did not meet the expectations of the recipients. This procedure is provided to the recipients and describes the ways of dealing with complaints and possible forms of compensation.

15.2 S+D The institution applies a procedure for dealing with unforeseen difficulties — especially, in case of an absence of the person running the service, or an unavailability of the place of its provision.

P

56

IV. Standards for the quality management of services 16. The institution

has a coherent concept of functioning which defines its mode of operation and development directions.

O 16.1 S+D The institution uses its website or promotional materials to publish information about its concept of functioning, which may include, among others, its mission, objectives, values, thematic areas of training and other services, methods of education, methods and tools for improvement and development.

P

17. The institution publishes reliable information about the services offered.

O 17.1 S The training institution publishes an up-to-date catalogue of trainings offered with information about curricula, including:learning

outcomes, preliminary requirements regarding the level of participants'

competency, duration and form of education, outline of the curriculum, including the names of the topics along

with the time frame. 17.2 S+D The institution publishes up-to-date information on the staff

delegated for the provision of specific services, in particular their qualifications, professional experience, and major projects carried out so far.

17.3 D For group services, the institution publishes information about objectives, the framework programme, and service schedule.

17.4 S+D In the case of services designed on the client's request, information listed in Sections 17.1 S, 17.2 S+D, and 17.3 D are passed to the employer before the service starts.

P

18. The institution applies systemic solutions supporting the high quality of services provided.

O 18.1. S+D The institution conducts the evaluation of the staff in a manner which takes into account theoretical and practical knowledge of the subject matter of services provided, and in the case of services with educational/development objectives, social and methodological competences related to education of adults (in the case of educational and career guidance for children and adolescents). Similar criteria apply to recruitment if it is carried out.

18.2. S+D The institution has implemented an internal quality assurance procedure which takes into account in particular the use of conclusions from training evaluation and evaluation of the results of other services in relation to the objectives established and agreed upon with the client.

18.3. S The training institution manages the documentation on the course of education by registering at least:

the training programme (including the number of hours and subjects of particular classes),

attendance list(s), exam report if it has been carried out, certificates issued to the participants.

18.4. D The institution keeps records of the services provided by registering at least:

service participants, certificates if they are issued, a plan/programme if it was drawn up.

P

57

19. The institution disseminates knowledge about good practices to ensure the quality of services.

O 19.1. S+D The institution publishes solutions and good practices which it uses to ensure the quality of its services.

P 19.2. S+D The institution works to promote the idea of lifelong learning, popularise knowledge, or improve the quality of services and exchange good practices within the industry.

20. The institution offers services in accordance with applicable legal standards and requirements imposed by external regulations.

O 20.1 S In the thematic areas of training and educational forms in which it is required, the training institution creates curricula in line with the existing curricular guidelines and education standards set by the relevant ministers.

20.2 S+D In those areas where it is required, the institution has current accreditations, licenses, or certifications.

P

Centre for Education Quality Assurance

Plac Na Stawach 1, 30-107 Kraków, POLAND Room 102, 1st floor phone: 12 61 98 452 e-mail: [email protected] www.pociagdokariery.pl

79

Réseau pour l’apprentissage tout au long de la vie en tant que forme de coordination d’activités des politiques publiques au niveau régional

dans ce domaine

Grażyna Prawelska-Skrzypek, Marta Wiekiera-Michau,

Résumé : Le développement de l’apprentissage tout au long de la vie s’effectue dans un pro-

cessus de coopération entre les nombreux acteurs liés par différentes relations con-jointes, notamment les relations de concurrence en vue d’enrichir l’espace public. La responsabilité du secteur public consiste dans l’établissement des conditions favorisant la collaboration entre ces acteurs autonomes. L’article présente des exemples de gestion efficace de l’apprentissage tout au long de la vie en région, à travers le fonctionnement d’un réseau qui intègre les acteurs particuliers de différents secteurs et leurs différentes activités. Le partenariat évoqué dans l’article constitue la vérification empirique des mé-canismes de coordination des activités en réseau, recommandés dans la littérature spé-cialisée, liés à la communication, la prise de décision, de répartition des rôles, des béné-fices et de l’autorité tandis qu’il existe un fort leadership stratégique.

Mots-clés : Apprentissage tout au long de la vie, politiques publiques, réseaux de coopération, gestion en réseau

Abstract : The development of lifelong learning occurs in the process of joint value creation

by numerous actors, with different relations to each other, also competing with each other. It is the responsibility of the public sector to create conditions for cooperation of autonomous entities. In the article an example of an effective management of the development of the lifelong learning in the region is presented, which is based on an idea of a network, connecting different actors, representing different market sectors and activities. The described partnership, is an empirical verification of coordination mech-anisms for network activities postulated in literature, concerning communication, deci-sion making, role distribution, benefits and authority, with concurrent strong strategic leadership.

Key words : Training throughout the life, public policies, networks of co-operation, network management

Resumen : El desarrollo del proceso de formación permanente se realiza mediante un proceso

de co-creación de valores, llevado a cabo por varios actores interconectados, a quienes unen relaciones de distinta índole, incluida la relación de competencia. La responsabili-dad del sector público consiste en crear las condiciones necesarias para la cooperación

80

de dichas entidades autónomas. El artículo presenta un ejemplo de gestión efectiva del desarrollo del proceso de formación permanente en la región, mediante actividades rea-lizadas dentro de una red que incluye a actores que representan diferentes sectores de la economía y diferentes actividades. La cooperación descrita constituye una verificación empírica de los mecanismos postulados en la literatura, relativos a la coordinación de las actividades de una red, vinculadas a comunicación, toma de decisiones, atribución de tareas, beneficios y poder, combinadas con la existencia de un fuerte liderazgo estra-tégico.

Palabras claves : Aprendizaje a lo largo de la vida, políticas públicas, redes de cooperación, gestión en red

Introduction

Aujourd’hui, au sein des activités publiques menées au confluent des politiques éco-nomiques et éducatives a émergé un espace d’activités conduites par différents acteurs liés à l’apprentissage tout au long de la vie. Dans ce domaine il existe un grand nombre d’acteurs qui sont ciblés sur les objectifs particuliers bien différents par exemple tels que l’augmentation de l’élasticité pour former des parcours de développement individuels et de carrière professionnelle ou la soumission rigoureuse des programmes de formation aux besoins de compétitivité d’entreprises. Bien que ces objectifs soient tout à fait dif-férents, ils se focalisent tous sur l’idée d’apprentissage tout au long de la vie qui est l’option stratégique pour choisir l’orientation du développement. Au sein de l’économie fondée sur la connaissance, le fait que la société adopte la position d’apprentissage tout au long de la vie est une condition principale pour la prospérité de son développement.

Les auteures de cet article, à travers l’analyse de la littérature et l’étude approfondie du cas consacrée à l’une des régions polonaise, cherchent à répondre à la question de savoir si et comment il est possible de diriger l’apprentissage tout au long de la vie en région dans un contexte où les organes publics manquent de compétences formelles pour ingérer les différents aspects d’un phénomène social aussi complexe ? C’est un défi pour les politiques publiques qui ne peuvent pas dans ce cas-là s’appuyer sur les activités publiques linéaires – à partir d’un processus contrôlé d’établissement jusqu’à l’implé-mentation – sur la base des principes garantissant que les activités concrètes aboutiront à des résultats attendus (Geyer et Rihani, 2010, p. 35). Les auteurs présentent l’activité d’un réseau régional pour l’apprentissage tout au long de la vie en tant que modèle réussi de coordination publique des politiques dans ce domaine.

Acteurs des politiques d’apprentissage tout au long de la vie dans la région

Le phénomène d’apprentissage tout au long de la vie est un domaine qui suscite l’intérêt de nombreux acteurs sociaux : les entreprises, les autorités publiques et l’admi-nistration publique, les institutions de l’éducation formelle à différents niveaux éduca-tifs, l’organisation des services du marché du travail et l’aide sociale, le secteur des orga-nisations non gouvernementales, les entreprises commerciales en tant que prestataires de services éducatifs ainsi que les personnes individuelles.

Les entreprises – Employeurs sont principalement intéressées par l’acquisition et l’assurance de compétences qui sont indispensables pour la société afin d’obtenir et de

81

soutenir l’avantage concurrentiel. De ce fait, les entreprises assurent le développement des compétences de leurs employés depuis l’étape du recrutement, à travers les diffé-rentes formes de perfectionnement profitant des ressources propres ou extérieures jusqu’à l’envoi des salariés en formations extérieures. Les plus grandes entreprises pré-parent de plus en plus souvent des programmes d’action globale pour le développement de compétences spécialisées et elles soutiennent dans ce domaine l’organisation de l’éducation aussi bien formelle que non formelle. Dans les régions orientées principale-ment vers l’économie, les entreprises mettent en place des organismes spéciaux pour soutenir le développement de la formation avec un profil adéquat à la spécialisation régionale (Vallée de Connaissance, s. d.).

Les autorités et l’administration publique, en particulier celles au niveau régional et dans de grandes villes ou dans de grandes agglomérations municipales apprécient la valeur du capital social en tant que facteur attirant des investisseurs, qui permet de ren-forcer la spécialisation régionale considérée comme base du développement de l’écono-mie fondée sur la connaissance. Pour cette raison, elles démontrent leur ferme engage-ment à l’égard de l’initiation et du soutien à l’activité conduite par différentes institutions publiques et d’autres acteurs orientés vers l’apprentissage tout au long de la vie. La si-tuation se complique légèrement dans des régions où les activités des acteurs publics à différents niveaux de l’administration – centrale, régionale et locale – se superposent partiellement. Il arrive donc parfois que les différentes options politiques représentées par les autorités particulières puissent constituer un obstacle à la collaboration.

Dans le secteur de l’éducation formelle dans toute l’Europe dès le début du XXIème siècle on peut observer une évolution particulière (European Commis-sion/EACEA/Euridice, 2012). Dans les étapes initiales de l’éducation le développe-ment des compétences clés était l’aspect valorisé hautement, tandis qu’à l’étape de l’édu-cation post-gymnase et secondaire on note une tendance à intensifier une collaboration entre les institutions éducatives et les entreprises. L’Allemagne, la Suisse et la Scandina-vie sont des pays qui ont une riche expérience dans ce domaine. Puis, au niveau de l’éducation supérieure une différenciation claire s’instaure qui a, par voie de consé-quence, fait orienter les universités soit vers la collaboration étroite avec l’environne-ment économique et vers le développement des compétences liées aux besoins de cet environnement, soit plutôt vers le développement des compétences scientifiques et créatives des chercheurs sensibilisés à trouver des solutions hors-norme et à développer les compétences du leader. Ces dernières décennies ce secteur a été confronté à la con-currence très forte, notamment des organisations éducatives commerciales. Dans les pays européens, à la différence de ceux d’Asie de l’Est, en règle générale, l’éducation formelle faisait traditionnellement partie du secteur public. Entre le XXe siècle et le XXIe siècle l’activité du secteur commercial a connu une grande croissance. Ce proces-sus est particulièrement visible au niveau de l’enseignement supérieur. L’évolution ré-cente a eu pour effet l’apparition en Europe d’un nouvel acteur LLL de grande enver-gure – c’est-à-dire des écoles supérieures non publiques (Altbach, Reiseberg et Rumley, 2009).

Dans le domaine de l’éducation non-formelle, deux groupes d’acteurs se sont déve-loppés. Le premier est celui des organisations non gouvernementales qui conduisent l’activité de formation pour des groupes de bénéficiaires différents ou selon le type d’ac-tivité. Leur activité dans ce domaine s’est beaucoup accrue grâce à leur accès aux fonds

82

européens pour des projets d’éducation mis en œuvre dans le cadre des actions priori-taires en direction des communautés locales et régionales. Le deuxième groupe est celui des sociétés commerciales qui se spécialisent dans le développement des ressources hu-maines. Il s’agit ici du secteur tertiaire qui est aujourd’hui en hausse, dont les objectifs s’inscrivent également dans le cadre du soutien aux processus de développement de la société de la connaissance. Lesdites entreprises intègrent les services de formation avec les services d’orientation professionnelle dans le domaine du perfectionnement d’une organisation pour améliorer entre autres les compétences des salariés conformément aux besoins de l’organisation. De plus, elles préparent en agissant simultanément avec des entreprises accréditées pour la réalisation de programmes de développement des compétences, qui participent au processus de leur certification et leur validation. Ces deux groupes d’acteurs très autonomes et à caractère fortement sectoriel, jouent un rôle important dans la mise en œuvre des politiques d’apprentissage tout au long de la vie. Les institutions du secteur public ne disposent pas d’instruments pour agir directement sur l’envergure de l’activité et la manière de réaliser les projets d’éducation qu’elles con-duisent.

Par ailleurs, dans certains pays européens des institutions publiques du marché du travail et de l’aide sociale sont devenues un acteur important dans le domaine des ser-vices éducatifs, en apportant un soutien aux personnes défavorisées et en leur fournis-sant une assistance visant à la reconversion professionnelle et à l’acquisition de qualifi-cations. Ces acteurs sont rarement eux-mêmes des prestataires de services éducatifs. Leur mission consiste à organiser le processus qui permet aux personnes habilitées d’ac-quérir des compétences recherchées sur le marché du travail. L’Organisation Interna-tionale du Travail souligne qu’il est particulièrement important d’intégrer les services rendus par ces institutions et de les adapter aux besoins du bénéficiaire individuel (Pu-bliques…, p. 171-172).

Parmi les acteurs des politiques d’apprentissage tout au long de la vie, il n’est pas possible d’ignorer les personnes individuelles. Le succès de ces politiques dépend en effet de leur position, de leur volonté d’apprendre, d’acquérir de nouvelles compétences et de mise à jour des compétences déjà acquises, ainsi que de veiller à les adapter cons-tamment aux besoins de l’environnement économique, social et technologique. Le dé-veloppement de ces positions devrait être soutenu par tous les autres acteurs, en parti-culier par les institutions de l’éducation formelle. Il est également essentiel que ce pro-cessus soit relayé par les médias et les campagnes sociales financées dans le cadre du budget public. Il est important de convaincre le grand public que c’est précisément l’ap-prentissage tout au long de la vie qui favorise aujourd’hui la réussite personnelle durable dans la carrière professionnelle. Il convient donc de diffuser l’information concernant des actions publiques ayant pour but de soutenir les initiatives individuelles dans ce domaine.

Collaboration en tant que condition nécessaire pour la mise en œuvre des politiques LLL dans la région

Les activités conduites par certains acteurs parmi ceux qui ont été évoqués ci-dessus (principalement les organisations publiques) peuvent être régies par les principes géné-

83

raux concernant le fonctionnement du secteur public. Toutefois, un grand nombre d’ac-tivités liées à l’éducation non-formelle ne sont soumises à aucune réglementation. On observe que de plus en plus d’entreprises, sans recours au système public de soutien, développent leurs propres programmes d’éducation non-formelle permettant aux sala-riés d’acquérir des compétences exigées par la société qui sont fréquemment mieux ap-préciées que celles qui ont été acquises au sein du système d’éducation formelle. De ce fait, la possibilité de bénéficier de différents programmes de développement des com-pétences est avantageuse. Pourtant, du point de vue social, il est important d’assurer la cohésion du système afin que l’acquisition des compétences obtenues à travers des pro-grammes différents puisse être validée.

L’objectif des politiques publiques dans le domaine LLL serait donc la mise en place de telles conditions qui n’empêcheraient pas les activités conduites par différents acteurs et par ailleurs le développement d’un système de validation qui permettrait l’évaluation des compétences selon le modèle proposé, et qui serait une base pour leur transfert aussi bien par rapport à l’environnement éducatif et professionnel qu’au sein des deux envi-ronnements. Pour cette raison, il ne faudrait pas oublier que l’objet principal de ces politiques est l’homme – une personne concrète qui apprend tout au long de la vie et la société dans laquelle il vit. Cette personne souhaite se développer et être utile pour la société grâce à ses compétences et qualifications, alors que la société elle-même évolue grâce aux compétences de ses membres.

Le bref résumé évoqué ci-dessus montre que les acteurs des politiques régionales LLL représentent aussi bien le secteur public que les organismes en dehors de celui-ci. Leurs activités interagissent entre elles. Aucun des acteurs autonomes ne possède la plénitude du pouvoir mais ils créent un réseau particulier qui se focalise autour de la problématique d’apprentissage tout au long de la vie. Ces observations coïncident es-sentiellement avec les conditions de gestion publique évoquées par G. Stoker et R.A.W. Rhodes (selon Zybała, 2013, p. 30-31). L’enjeu clé pour les politiques publiques réalisées dans l’environnement d’acteurs autonomes d’intérêts diffus, est de trouver « un juste milieu » ce qui ne peut pas consister dans l’interventionnisme. De plus, l’espace pour les actions réglementaires du secteur public est limité. Pour remédier au problème, il con-viendrait de penser à créer un espace de communication – pour s’informer mutuelle-ment sur des besoins, problèmes et défis, tendances, réglementations prévues – qui per-mettraient d’arriver à un consensus concernant les objectifs de ces politiques, et par la suite à mettre en place des conditions adéquates pour une coordination douce, afin d’avoir un impact progressif sur les différents acteurs (sans préjudice de leur autono-mie), de manière à ce que le résultat de leurs actions soit convergent avec les objectifs des politiques publiques LLL.

Une telle orientation des politiques publiques LLL coïncide dans une large mesure avec le modèle de gestion publique que M. Howlett (2011, p. 9) a nommé la gestion à travers les réseaux. Dans ce modèle les autorités publiques sont l’un des acteurs, et les actions publiques constituent le résultat des relations entre différents groupes.

84

Notion de réseaux et de gestion à travers les réseaux dans le cadre des activités d’utilité publique

La gestion à travers les réseaux par rapport aux actions orientées vers l’utilité pu-blique s’inscrit dans une conception de gouvernance dont l’objectif est la Co-création de l’environnement éducatif et professionnel par la liaison de coopération entre diffé-rents partenaires. Dans un contexte de gestion publique, cette notion se traduit en termes de cogestion ou coordination (Frączkiewicz-Wronka, 2014, p. 11). Le réseau est un genre particulier de collaboration d’organisations autonomes et indépendantes qui entrent dans les relations réciproques – notamment du fait qu’elles agissent dans le même espace d’activités en réalisant le même objectif. De plus, il convient de noter que, du point de vue formel, elles ne sont pas hiérarchisées au sein du réseau – c’est un acte volontaire pour tisser une relation. Par ailleurs, l’établissement d’une collaboration ne signifie pas que les organisations renoncent à se concurrencer entre elles sur le marché. La compétitivité n’exclut pas en effet la coopération dans les domaines prioritaires pour elles. Comme A. Austen l’a prouvé dans ses recherches, les réseaux les plus efficaces sont ceux au sein desquels les organisations sont capables d’intégrer les éléments de coopération et de compétitivité (Austen, 2014, p.199).

Pour ce qui concerne les activités liées à l’apprentissage tout au long de la vie dans la région, la dite compétitivité est identifiable parmi les acteurs éducatifs du secteur pu-blic, entre le secteur commercial et non gouvernemental, entre les acteurs publics et les organisations privées de formation et de validation, entre les agences pour l’emploi et celles d’orientation professionnelle. Les organisations de différents secteurs qui fonc-tionnent dans les mêmes pôles sont souvent structurées différemment, et elles optent pour les différentes valeurs organisationnelles. Cela peut provoquer des tensions au sein du réseau. K.G. Provan, R.H. Lemaire (2012) soulignent que la compréhension du con-texte des conflits et le fond de ceux-ci est particulièrement important pour l’efficacité des activités au sein des réseaux internationaux.

Le développement de l’apprentissage tout au long de la vie est une réponse de la société civile à l’augmentation de la précarité et de la complexité de l’environnement. On explique d’une manière similaire les motifs de l’établissement d’une collaboration à travers des réseaux qui, selon A. Austen (2014, p. 54) permettent d’intégrer des res-sources, d’intensifier des flux d’information et de connaissance, de chercher conjointe-ment des solutions aux problèmes et d’exercer une pression sur les formes de réglemen-tation afin de faciliter la mise en œuvre des objectifs stratégiques du réseau. Selon A. Austen (2014) le réseau fonctionne effectivement lorsqu’il « atteint des résultats positifs qu’on ne pourrait pas atteindre si les organisations agissaient indépendamment et dont les résultats sont visibles également pour les organisations de partenariat, le réseau sous forme de méta-organisation, que pour la communauté locale » (p. 54). Parmi les avan-tages de la collaboration à travers les réseaux dans le domaine de l’élaboration et de la réalisation des politiques régionales d’apprentissage tout au long de la vie, les plus signi-ficatifs sont ceux dont bénéficie toute la communauté régionale.

E. Bogacz-Wojtanowska souligne le caractère dynamique de la collaboration inter-nationale et – comme un parapluie à ouverture et fermeture automatique – son caractère fluctuant (Bogacz-Wojtanowska, 2013, p. 26-28). De nombreux auteurs indiquent que le processus d’établissement et de renforcement d’une collaboration inter-organisation-nelle se poursuit graduellement et par étapes – à partir des contacts informels, par des

85

formes constantes de collaboration, jusqu’à l’établissement de coalitions et d’un parte-nariat complet. B. B. Frey et ses collaborateurs (Frey, Lohmeier, Lee et Toolefson, 2006) considèrent les premières étapes liées à l’établissement de conventions comme une phase de réseau.

P.N. Kenis et K.G. Provan (2009) indiquent trois formes principales de gestion de réseaux : la partition de l’autorité entre les membres du réseau, la prise d’autorité par l’une des organisations qui forment le réseau ou la mise en place d’une unité extérieure responsable de la gestion et de la coordination d’activités conduites par le réseau. Cha-cune de ces formes apporte des avantages différents, mais fait naître aussi des con-traintes. En règle générale, si les organisations faisant partie d’un réseau souhaitent gar-der la pleine autonomie et indépendance, elles doivent surmonter les difficultés liées à la coordination des tâches dans le réseau. J. Julstijn (2015, p. 289) prête attention à ce problème en affirmant que la gestion des réseaux complexes du secteur public ressemble plutôt à l’art qu’à la science. Selon A. Austen, les mécanismes le plus souvent indiqués par les chercheurs sont des mécanismes de coordination : « les systèmes conjoints d’in-formation et de communication, les techniques de prise de décision, l’utilisation d’une coordination formalisée, l’intégration d’activités des salariés dans le domaine du marke-ting et de la planification, l’intégration des services, par exemple par l’établissement d’une offre de services intégrés pour des clients » (Austen, 2014, 81-82). En s’appuyant sur des recherches concernant la gestion de nombreux réseaux publics, le même auteur estime que « l’absence de capacités à atteindre un compromis, l’absence de véritable forum de discussion qui favoriserait l’échange, l’absence d’expérience dans la gestion – aussi bien chez les leaders que chez les participants et l’absence de leadership straté-gique » (Austen, 2014, p. 136) est une grande faiblesse. Selon J. Hulstijn, la difficulté principale est de trouver un équilibre parmi les acteurs particuliers. Selon l’Auteur, un point critique pour la gestion d’un réseau est le processus de prise de décision. Par ail-leurs, il considère comme important la répartition claire des tâches, des rôles, des res-ponsabilités, des principes de communication, d’acceptation et de départ des membres et de répartition des bénéfices et de l’autorité (Hulstijn, 2015, p. 290).

Réseau régional pour l’apprentissage tout au long de la vie en Malopolska

Dans des pays de l’Europe de l’Ouest, la collaboration avec différents acteurs s’ins-crit dans le cadre de l’activité aussi bien des entrepreneurs-membres des associations de branche, que des institutions publiques agissant en liaison. En Pologne, selon des re-cherches conduites en région de Malopolska, en 2007 seulement 30 % d’entrepreneurs (Dudziak, Jelonek, Krupnik et Worek, 2008, p. 137) appartiennent à une organisation. Les institutions publiques menant des activités relatives à l’apprentissage tout au long de la vie ne sont pas non plus regroupées, par exemple chaque agence pour l’emploi agit de façon indépendante, chaque centre d’orientation professionnelle pour des élèves fonctionne séparément sans collaborer avec d’autres centres de ce type, sans collaborer même avec d’autres structures d’orientation professionnelle dédiées au public plus large, y inclus les personnes qui souhaitent se requalifier à différents stades de leur carrière professionnelle. Comme l’affirment des experts du marché éducatif en Malopolska (Dudziak et d’autres, 2008, p.131-132) : « Il convient de souligner que l’établissement de leur [partenariat] est particulièrement difficile dans des pays où le capital social est

86

plutôt faible, où il manque de standards et d’habitudes de coopération entre les institu-tions qui logiquement devaient collaborer. Ces problèmes ne concernent pas seulement la Pologne, mais d’autres pays de l’Europe Centrale et de l’Est où les défaillances du dialogue social et la faiblesse des institutions qui ont du mal à surmonter les difficultés liées à l’introduction des réformes nécessaires pour la mise en œuvre des politiques uni-taires, sont particulièrement sévères ».

Dans ce contexte, le réseau fondé en 2008, nommé « Partenariat pour l’Apprentis-

sage Continu de Malopolska » sort du cadre. Ce réseau associe des institutions d’admi-nistration des collectivités territoriales, des organismes d’éducation formelle et non-for-melle – publics et privés, des institutions de la culture et des employeurs. Le réseau a été créé à l’initiative de l’Agence Régionale pour l’Emploi de Cracovie (WUP), les re-présentants s’étant inspirés de l’expérience de la région partenaire « Rhône-Alpes », ils ont identifié le besoin de lancer un réseau pour l’apprentissage continu en région, et pendant la période 2005-2006 ils ont matérialisé cette idée. Par la suite, les objectifs de collaboration ont été définis (Dudziak et d’autres, 2008) :

- amélioration de la coordination des activités conduites par les institutions qui réalisent des tâches dans le domaine de l’apprentissage continu et soutien aux décisionnaires au cours de la mise en œuvre des politiques dans ce domaine,

- augmentation de l’accès et de l’utilisation des ressources d’information par les représentants du secteur d’éducation – formations – embauche,

- croissance des connaissances et des compétences parmi les salariés des institu-tions dans le domaine des processus présents sur le marché de l’éducation et des formations (p. 143).

Entre 2006 et 2008, un projet permettant de matérialiser la conception et l’établisse-

ment d’un réseau dans le domaine de l’apprentissage continu a été réalisé. Dans le cadre de ce projet, les experts ont diagnostiqué l’état de l’apprentissage continu en Malopolska dans un contexte national et européen ; ils ont analysé l’engagement des habitants dans des processus de formation et ont identifié les activités conduites dans ce domaine en région en classant les acteurs clés engagés dans le programme ; ils ont ensuite défini le potentiel et les contraintes pour le développement de l’apprentissage continu, et ils ont formulé des recommandations pour le partenariat avec des organisations dans une phase initiale. Par la suite, WUP a invité des représentants des institutions du marché du travail et de l’éducation à la collaboration. La première étape de collaboration était la prise de connaissance mutuelle des institutions et la définition conjointe de la terminologie dans le domaine de l’apprentissage tout au long de la vie afin d’unifier les différents langages mobilisés dans différents environnements. À l’étape suivante, on a établi conjointement des principes de fonctionnement du réseau, des principes relatifs à la circulation de l’in-formation et à la responsabilité des partenaires particuliers. Puis, on a défini les espaces prioritaires exigeant l’intervention, ainsi que les objectifs opérationnels et les « pro-jets phares » à réaliser. C’est la façon dont le programme de Partenariat nommé « Pro-tocole pour l’Apprentissage Continu de Malopolska » et le Règlement du Partenariat ont été établis. En 2008, 55 institutions ont conclu un contrat de partenariat, et le Président de la Région a signé la « Déclaration de la Région de Malopolska pour le Développement

87

de l’Apprentissage Continu ». Par cette « Déclaration… » (2008) les autorités de la ré-gion se sont engagées :

- à promouvoir l’idée de l’apprentissage tout au long de la vie ;

- à créer le potentiel institutionnel et à améliorer la collaboration de tous les ac-teurs prioritaires qui Co-créent des conditions d’apprentissage tout au long de la vie ;

- à réaliser des axes prioritaires de développement de l’apprentissage définis dans le « Protocole pour l’Apprentissage Continu de Malopolska » ;

- à assurer la complémentarité des activités conduites par différentes institutions visant à optimiser l’utilisation des moyens accessibles (p.1).

Il convient en particulier de souligner les stipulations relatives à la réalisation du

« Protocole de Malopolska » assurant que les constatations élaborées par les membres du réseau de Partenariat ont été reconnues par les autorités politiques et administratives de la région et qu’elles ont été incluses dans les politiques publiques. Cela prouve la grande efficacité du réseau de Partenariat compte tenu du fait qu’en pratique les acteurs au sein des réseaux ne parviennent pas toujours à formuler des demandes ni à élaborer un plan d’activités ; or, il est encore plus rare de les intégrer dans les politiques publiques.

Le règlement statue que des organes du Partenariat sont : l’Assemblée Générale, le

Conseil de Programme, le Bureau du Partenariat et les groupes de travail. Leurs com-pétences et leur mode de fonctionnement ont été définis (Règlement…, 2010). Les ins-titutions-signataires du contrat de partenariat sont tenues notamment :

- de lancer des activités pour le développement de l’apprentissage tout au long de la vie conformément aux documents stratégiques de Malopolska ;

- de lancer des activités pour promouvoir l’idée d’apprentissage tout au long de la vie en Malopolska, selon les besoins des groupes de bénéficiaires auxquels sont dédiés les services de l’acteur qui est représenté par le réseau ;

- d’améliorer des flux d’information entre les acteurs collaborant au développe-ment et à la promotion de l’éducation tout au long de la vie en Malopolska ;

- de diffuser des informations concernant les services, les formes d’éducation, les bonnes pratiques, les recherches scientifiques et les initiatives prises pour le développement et la promotion de l’apprentissage tout au long de la vie ;

- de mettre en œuvre des missions, des objectifs, des espaces stratégiques et d’éta-blir des axes d’activité conformément aux stipulations du « Protocole pour l’Apprentissage Continu de Malopolska » ;

- de coopérer en vue de résoudre conjointement des problèmes des membres du Partenariat, liés au processus d’apprentissage tout au long de la vie en Malo-polska, au niveau régional et local (l’Agence Régionale pour l’Emploi de Cra-covie [WUP], 2013, p. 9).

88

Les partenaires du réseau peuvent bénéficier de l’accès facilité aux actualités régio-nales, nationales et européennes dans le domaine du lifelong learning, de la possibilité de l’échange d’informations, d’outils, de recherches, de méthodes, de bonnes pratiques ainsi que de la possibilité d’influencer conjointement sur la qualité des services d’éduca-tion et de formation en Malopolska et de collaborer avec les décisionnaires (WUP, 2013, p. 9).

Le projet dans le cadre duquel le partenariat a été établi, prévoyait également la mise en place des instruments de diffusion de l’information concernant l’apprentissage con-tinu. Sur le portail de la région il existe un espace dédié à l’apprentissage tout au long de la vie, rédigé par WUP en accord avec les partenaires ; l’édition d’un bulletin trimestriel a été lancée, les formations e-learning pour les salariés, les institutions impliquées dans le réseau ainsi que la participation aux événements tels que l’Employment Week de Bruxelles et le Mondial des Métiers de Lyon ont eu lieu (Dudziak et d’autres, 2008, p. 144).

L’étape suivante de l’évolution du Partenariat de Malopolska était un projet qui a été réalisé entre 2008 et 2013. À ce moment-là ce projet s’est concentré plutôt sur la mise en œuvre conjointe des activités prévues par le Protocole pour l’Apprentissage Continu de Malopolska, que sur le soutien au fonctionnement du réseau. L’une des priorités indiquée dans ce document par des membres du réseau était de façonner une position d’apprentissage tout au long de la vie. Afin de populariser l’apprentissage tout au long de la vie au sein de la population, deux initiatives importantes à caractère cyclique-annuel ont été prises (Gucwa, 2015, p. 24).

L’une d’elles était le programme nommé « La Commune de l’Éducation de Malo-polska » dont l’objectif est d’organiser dans les communes des concours pour les élèves consacrés à l’apprentissage tout au long de la vie et d’organiser des plébiscites pour la commune qui soutient le plus activement l’idée d’apprentissage tout au long de la vie. Le programme est mis en œuvre depuis 2009. Depuis 2012 les meilleures initiatives éducatives lancées par les collectivités territoriales pour les personnes de différents âges sont désignées au moyen d’un vote par les internautes. La commune victorieuse au con-cours est promue publiquement grâce à un reportage télévisé qui lui est consacré, de plus les enseignants qui ont préparé les élèves aux concours reçoivent le titre « d’Am-bassadeur de l’apprentissage tout au long de la vie » (WUP, 2013, s. 37).

La deuxième initiative est l’organisation annuelle de la Journée de l’Apprentissage tout au long de la Vie. Depuis 2011, lors de cet événement des institutions publiques et d’autres organisations, par exemple des sociétés de formation, universités, musées, théâtres, donnent aux citoyens libre accès à leurs services. Il est possible de participer à des ateliers, formations et expositions. Cette action est très populaire parmi les habitants et les institutions. Grâce à cet événement, les citoyens ont l’occasion de découvrir que l’apprentissage tout au long de la vie n’est pas forcément l’obligation scolaire, mais aussi le plaisir de bénéficier des formes différentes qui peuvent enrichir leur développement personnel. Les partenaires du réseau prennent part à cet événement et ils diffusent de l’information adéquate afin de mobiliser le plus grand nombre d’acteurs et d’entreprises d’éducation, en créant ainsi l’image de marque de leur réseau.

L’autre espace d’intervention indiqué dans le Protocole par le Partenariat de Malo-polska pour l’Apprentissage Continu était un besoin d’assurer la haute qualité des ser-vices éducatifs qui était fortement signalé par les employeurs. À cet effet, à la demande

89

de l’Agence Régionale pour l’Emploi, une équipe de scientifiques a élaboré les Standards des Services d’Éducation et de Formation et un modèle de leur mise en œuvre. Les experts ont défini 20 standards, classés en groupes thématiques relatifs aux : 1) services d’éducation et de formation, 2) compétences des cadres de formation professionnelle, 3) infrastructure, organisation et service client, 4) gestion de la qualité des services de formation. Le projet élaboré par les experts a fait l’objet d’une consultation avec les membres du Partenariat pour l’Apprentissage Continu de Malopolska ainsi qu’avec d’autres acteurs du territoire de Malopolska. Au total, ce sont près de 100 institutions de formation et autres organismes publics, entre autres les agences pour l’emploi (WUP, 2012, p. 2), qui ont participé aux 24 ateliers de consultation. Dan un deuxième temps, le projet de Standards a été testé par un organisme de formation de l’Université Jagel-lonne dans 20 institutions de formation (WUP, 2014, p. 6). La version finale des Stan-dards a permis d’établir la marque régionale de la qualité pour des sociétés de formation. 149 sociétés l’ont reçue entre 2014 et 2015.

De plus, durant cette même période (2014-2015), sur la base des Standards des Ser-vices d’Éducation et de Formation, un nouveau projet a été mis en place – un système de Financement de l’Apprentissage dédié aux bénéficiaires d’une formation continue. L’Agence Régionale pour l’Emploi, qui est gestionnaire des fonds financiers dédiés à la formation a élaboré un nouveau modèle de distribution des fonds qui, contrairement aux programmes réalisés jusqu’à présent, ne s’adresse aux organismes de formation, mais aux employeurs qui, grâce à un système de chèques d’éducation, peuvent choisir un service de formation auprès d’un organisme titulaire de la marque de la qualité des Standards des Services d’Éducation et de Formation de Malopolska (MSUES). Dans le cadre du pilotage des chèques d’éducation sous la marque qualité MSUES, les entrepre-neurs ont bénéficié du financement des services éducatifs sous forme de chèques d’édu-cation (WUP, 2015 a, p. 11). En 2016, un nouveau projet de chèques d’éducation a été lancé, dont les bénéficiaires seront des personnes individuelles qui sont désavantagées sur le marché du travail.

Un nouveau grand projet réalisé en accord avec les membres du Partenariat de Ma-lopolska était un programme de solutions pilotages pour le registre national de qualifi-cations ; il a été mis en œuvre entre 2013 et 2015 conjointement par la WUP de Cracovie et l’Institut des Recherches en Éducation de Varsovie, institution qui a élaboré des so-lutions systémiques pour la mise en place en Pologne du Système National de Qualifi-cations. Ce projet de pilotage avait pour but de « préparer à la mise en œuvre en Pologne du Registre Intégré de Qualifications et du processus de validation des résultats de l’ap-prentissage. Dans le cadre des travaux du projet, il était particulièrement nécessaire d’élaborer des lignes directrices pour le processus de validation des résultats de l’appren-tissage, y inclus le transfert et l’accumulation des résultats ainsi que la préparation et la vérification des parcours de validation, c’est-à-dire la validation des compétences » (WUP, 2015, p. 13). L’accomplissement de ces tâches était possible grâce aux consulta-tions permanentes des institutions du Partenariat de Malopolska.

En conclusion, dans le contexte des activités précédentes conduites par les membres du Partenariat, il convient de mettre en relief les aspects stratégiques du Partenariat et leur influence sur les politiques régionales d’apprentissage tout au long de la vie. D’un côté, le réseau en tant que méta-organisation participe à l’établissement des lignes direc-trices de cette politique, de l’autre il soutient le processus de sa mise en œuvre. De plus,

90

le modèle de coopération des institutions en réseau pour l’apprentissage continu est popularisé par le Partenariat. Les organismes qui en sont membres, implantent ce mo-dèle sur leurs territoires en l’adaptant à leurs conditions locales ; ils mettent ainsi en place des structures territoriales plus au moins stables. Ce modèle est également promu dans d’autres régions du pays. Au cours des années 2014 et 2015, une série de visites d’étude pour 60 personnes de 6 régions de la Pologne a été organisée en vue de présenter aux participants le programme du Partenariat dans le domaine de l’apprentissage tout au long de la vie (Gucwa, 2015, p. 22).

À l’heure actuelle, le Partenariat pour l’Apprentissage Continu de Malopolska compte 148 organisations-membres. Depuis la constitution officielle du Partenariat en 2008, le nombre de partenaires a été multiplié par trois. Cela montre la stabilité structu-relle, et cela prouve également que le Partenariat permet à ses membres de réaliser des profits et d’atteindre les résultats, qui en dehors du réseau, seraient plus difficiles à ob-tenir. Les organisations intègrent des aspects de coopération et de compétitivité en bé-néficiant d’avantages et en développant l’idée d’apprentissage tout au long de la vie, tellement importante pour la société.

Conclusion

Le fonctionnement effectif des réseaux publics est un grand défi dont l’ampleur est particulièrement importante lorsque ces réseaux sont orientés vers la mise en œuvre d’innovations sociales – comme cela se fait pour les activités qui reflètent l’évolution récente de la signification de la notion d’apprentissage et de la portée des politiques d’apprentissage. Dans cet article nous avons évoqué les exemples de la région polonaise qui est devenue un champ d’expériences pour élaborer et mettre en œuvre une nouvelle approche de la gestion des activités publiques liées à l’apprentissage tout au long de la vie. On peut dire que le développement du réseau régional pour l’apprentissage tout au long de la vie correspond parfaitement à la métaphore d’un parapluie à ouverture et fermeture automatique, déjà évoquée dans l’article. Pendant 10 ans de travail, la manière de gérer le réseau n’a pas changé, mais sa cohérence et la diversité de ses formes d’acti-vités ont augmenté ainsi que son envergure, le niveau et l’intensité de son influence sur l’environnement.

Le Partenariat de Malopolska a mis en œuvre de nombreux mécanismes de coordi-nation recommandés dans la littérature spécialisée. Il opère sur la base d’un système de communication conjoint basé sur les rencontres régulières des organes décisifs du Par-tenariat tels que : le Conseil de Programme et l’Assemblée Générale ainsi que la coopé-ration constante avec des groupes de travail du Partenariat. Les techniques de prise de décision de manière conjointe ont été élaborées. « Malgré un fort taux de participation aux rencontres, l’importance de la voix de chaque Partenaire est identique (indépendam-ment de la taille de l’entreprise et du statut privé ou public), et le problème soulevé lors de la rencontre est résolu lorsque tous les participants prennent la parole » (Gucwa et Telejko, 2016). On peut affirmer que la prise de décision, l’assignation des rôles, l’éta-blissement des principes de communication, d’adhésion au réseau et de répartition de bénéfices et d’autorité, évoqués par J. Hulstijn en tant que critique pour le fonctionne-ment d’un réseau, ont été correctement planifiés et réalisés, ce qui est prouvé par le fonctionnement performant du réseau. Les membres du Partenariat n’intègrent pas en

91

effet leurs activités dans le cadre du financement et du marketing, mais ils prennent des initiatives conjointement comme par exemple la Journée d’Apprentissage de Malo-polska dont l’objectif est de promouvoir l’offre des membres du réseau. Les membres du réseau planifient de manière conjointe des activités du Partenariat au niveau régio-nal ; par ailleurs, ils n’hésitent pas à intégrer dans leurs propres projets individuels des initiatives du Partenariat. De plus, on peut remarquer que la coordination du réseau est suffisamment performante pour ne pas être menacée par les dangers indiqués par A. Austen, tels que l’absence de compromis ou l’absence de forum de discussion et d’échange d’opinions.

Il convient de souligner particulièrement que le réseau de Malopolska a évité les dangers potentiels concernant l’absence d’expérience dans la gestion et l’absence de lea-dership stratégique, évoqués par A. Austen. En respectant l’égalité des partenaires dans le domaine de la prise de décision conjointe, de la répartition des tâches et des bénéfices, l’Agence Régionale pour l’Emploi joue le rôle du leader en tant qu’acteur principal res-ponsable de la cohérence des activités conjointes du Partenariat avec les politiques gé-nérales pour la région, veille également à ce que le Partenariat ait une influence sur le développement des politiques lifelong learning. Malgré sa position de leader, le pouvoir décisif de la WUP n’est pas supérieur à celui des autres membres du réseau. Cela situe cette structure de Malopolska en tête du classement des modèles de gestion évoqués par P.N.Keniset K.G. Provan (2009) ; c’est un modèle basé sur la répartition de l’autorité parmi les membres d’un réseau. Par ailleurs, les débats conduits par des membres du réseau concernant la possibilité de transformer le Partenariat en association ou de chan-ger sa forme juridique, n’excluent pas sa future transformation vers un modèle selon lequel le Partenariat sera géré et coordonné par un organisme externe, convoqué à cet effet.

Bibliographie

Austen, A. (2014). Efektywność sieci publicznych. Podejście wielopoziomowe. Effectivité des réseaux publics. Approche multi niveaux. Varsovie : C.H.Beck.

Altbach Ph.G., Reiseberg L., Rumbley L.E. (2009). Trends in Global Higher Éducation : Tracking an Academic Revolution. Tendances dans l’enseignement supérieur : suivi d’une révolution universitaire. Paris : UNESCO.

Bogacz-Wojtanowska E. (2013). Zdolności Organizacyjne a Współdziałanie Organizacji Pozarządowych. Capacités organisationnelles et coopération des organisations non gouvernementales. Cracovie : Ins-titut des Affaires Publiques, UJ.

Déclaration de la Région de Malopolska pour le Développement de l’Apprentissage Continu (2008). Repéré à : http://www.malopolskie.pl/Pliki/2008/Deklaracja.pdf

Dudziak M., Jelonek M., Krupnik S. & Worek B. (2008). Budowanie regionalnego partnerstwa dla kształcenia przez całe życie w Małopolsce : szanse i wyzwania. Etablissement d’un partenariat régional en Malopolska pour l’apprentissage tout au long de la vie : chances et enjeux. Dans : J. Górniak B. Worek (réd.), Kształcenie przez całe życie : perspektywa Małopolski Apprentissage tout au long de la vie : perspective de Malopolska (p.127-147). Cracovie : Agence Régionale pour l’Emploi.

92

European Commission/EACEA/Eurydice. (2012). Developing Key Competences at School in Europe : Challenges and Opportunities for Policy. Eurydice Report. Développement des compétences clé à l’école européenne : Enjeux et opportunités pour les politiques. Luxembourg : Office de publications de l’Union Européenne.

Frączkiewicz-Wronka A. (2014). Zarządzanie Usługami Społecznymi. Studium Partnerstw Publiczno-Społecznych. Gestion des services sociaux. Etude sur les partenariats socio-publics. Warsovie : Difin.

Frey B.B., Lohmeier J.H., Lee S. W., Toolefson N. (2006). Measuring Collaboration Among Grant Partners. Mesurer la collaboration entre les partenaires bénéficiant de subventions. American Journal of evaluation, Journal d’évaluation américain, 7 (3), 383-392.

Geyer R., Rihani S. (2010). Complexity and Public Policy. À New Approach to 21st Century Politics, Policy and Society. Complexité et politiques publiques. Nouvelle approche aux politiques du 21e siècle. Politique et la société, Londres – New York : Routledge.

Gucwa M. (2015). Dobre praktyki Małopolskiego Partnerstwa na rzecz Kształcenia Ustawicz-nego. Bonne pratiques du Partenariat pour l’Apprentissage Continu de Malopolska. Dans : Małopolski pilotaż elementów zintegrowanego systemu kwalifikacji – suplement. Pilotage des éléments intégrés du système de qualifications de Malopolska. Repéré à https ://www.pociagdo-kariery.pl/publikacje-1/111, malopolski-pilotaz-elementow-zintegrowanego-systemu-kwalifikacji-suplement

Gucwa M. & Telejko J. (2016). Ogólne informacje na temat Partnerstwa. Information générale concernant le Partenariat. Repéré à : https ://www.pociagdokariery.pl/ogolne-infor-macje-na-temat-partnerstwa

Howlett M. (2011). Designing Public Policies. Principles and Instruments. Etablir les politiques publiques. Principes et instruments. Abingdon : Routledge.

Hulstijn J. (2015). Accountability and Information System. Responabilité et système d’informa-tion. Dans : P. Kawalec, R.P. Wierzchosławski (ed.) Social Responsibility and Science in Inno-vation Economy, Responsabilité sociale et science dans l’économie de l’innovation. 273-304. Lublin : Learned Societty of KUL.

Kenis P.N., Provan K.G. (2009). Towards an Exogenous Theory of Public Network Perfor-mance. Vers la théorie exogène des performances d’un réseau public. Public Administration, Administration publique, 87 (3).

Publiczne służby zatrudnienia a zmieniający się rynek pracy. Raport Międzynarodowej Organi-zacji Pracy. Services publics pour l’emploi et l’évolution du marché du travail. Rapport de l’Organisation Internationale du Travail, (2006). Rynek Pracy, Marché du Travail, édition spéciale. Repéré à www.mps.gov.pl

Provan K.G., Lemaire R.H. (2012). Core Concepts and Key Ideas for Understanding Public Sector Organizational Networks : Using Research to Inform Scholarship and Practice. Conceptions principales et idées clé dans un contexte du secteur public d’organisation des réseaux : Utilisation des recherches pour perfectionner le théorie et la pratique. Public Administration Review, Revue de l’Administration Publique 72 (5).

Regulamin Małopolskiego Partnerstwa na rzecz Kształcenia Ustawicznego (2010). Règlement du Partenariat pour l’Apprentissage Continu de Malopolska. Repéré à : http ://bip.malopolska.pl/umwm/Article/get/id,75929.html

Vallée de Connaissance (s. d.). Voir www.dolina-wiedzy.pl (Repéré le 20 mars 2016).

Wojewódzki Urząd Pracy w Krakowie. Agence Régionale pour l’Emploi de Cracovie (2012). Małopolskie Standardy Usług Edukacyjno-Szkoleniowych. Standards des Services

93

d’Éducation et de Formation de Malopolska. Repéré à https ://www.pociagdokariery.pl/publikacje-1/97, malopolskie-standardy – uslug-edukacyjno-szkoleniowych-broszura.

Wojewódzki Urząd Pracy w Krakowie. Agence Régionale pour l’Emploi de Cracovie (2013). 5 lat Małopolskiego Partnerstwa na rzecz Kształcenia Ustawicznego. 5 ans du Partenariat pour l’Ap-prentissage Continu de Malopolska. Repéré à http ://wup.wup.s1.etd24.pl/dokumenty-2/101,5-lat-malopolskiego-partnerstwa-na-rzecz-ksztalcenia-ustawicznego.

Wojewódzki Urząd Pracy w Krakowie. Agence Régionale pour l’Emploi de Cracovie (2014). Innowacja i konsekwencja, czyli o kształtowaniu jakości usług szkoleniowych. Innova-tions et conséquences, or établir la qualité des services de formation. Dans Uczenie się przez całe życie w Małopolsce, Apprentissage tout au long de la vie en Malopolska (1), 5-6. Repéré à https ://www.pociagdokariery.pl/publikacje-1?page=2

Wojwódzki Urząd Pracy w Krakowie. Agence Régionale pour l’Emploi de Cracovie (2015 a). Centrum Zapewniania Jakości Kształcenia w Małopolsce. Centre pour l’assurance de la qualité de la Formation en Malopolska. Repéré à http ://bonyszkoleniowe.pl/prod/files/Kwartalnik.pdf

Wojwódzki Urząd Pracy w Krakowie. Agence Régionale pour l’Emploi de Cracovie (2015 b). Małopolski pilotaż elementów zintegrowanego systemu kwalifikacji. Pilotage des élé-ments intégrés du système de qualifications. Repéré à : https://www.pociagdokariery.pl/publikacje-1/108,malopolski-pilotaz-elementow-zinte-growanego-systemu kwalifikacji+&cd=2&hl=pl&ct=clnk&gl=pl

Zybała A. (2013). Państwo i Społeczeństwo w Działaniu. Polityki Publiczne wobec Potrzeb Modernizacji Państwa i Społeczeństwa. État et société dans l’action. Politiques publiques envers les besoins de moder-nisation de l’État et de la société, Varsovie : Dyfin.

Cracow, 2019