Mutual learning means policy makers and experts exchanging knowledge on issues of common concern, to improve coordination and decision making.

This project deals with three themes:
Quality Development and Quality Assurance
Adult Learning
Post secondary VET

Why is mutual learning important?

The ETF has been spreading information about European Union policies on vocational education and training (VET) for many years and promoting discussion on its relevance in South Eastern Europe. Now the candidate and potential candidate countries there are preparing to adopt EU processes. To do this it is vital for the parties involved to network actively and for countries to learn from each other.


What is the aim of this project?

The aim is to raise the quality of policy development and implementation by strengthening regional networking between policy makers and experts so they can learn from each other's experiences and practices.

The coutnries involved are Albania, Bosnia and Herzegovina, Croatia, former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia and Turkey.

The project's three key themes are adult learning, quality assurance and post-secondary professional education. All are at different stages of progress in South Eastern European countries.


How are we doing this?

In 2006 the ETF began a peer learning project on education and training topics in South Eastern Europe. It was successful for the teams who took part in terms of policy learning, capacity building and networking in the region, but as systematic follow up could only be made if linked to national or donor initiatives.

Our role in this project is to make available instruments and resources and give assistance and guidance to participants during their learning.

For each of the three themes, we are setting up communities of practice - autonomous networks of professionals who share their knowledge and experience. Experience has shown the most efficient way for communities of practice to work is through national or regional face-to-face meetings. We are lessening the language barriers by providing translation from and to local languages and using only the basic English for communications to and among members.


What is the policy background?

The 2002 Copenhagen process is the VET part of the Lisbon strategy to modernise and speed up Europe's economy. Priorities were to strengthen Europe's VET dimension; improve transparency, information ang guidance; recognise qualifications; promote quality assurance. The Maastricht Review of 2004 linked the Copenhagen process more firmly to the Education and Training 2010 work programme and introduced national priorities for the first time.

This project will follow the Open Method of Coordination, used by the European Commission to set the agenda and encourage EU countries to follow policies in areas - including education - where natio nal governments rather than the EU have legislative control.