This project aims to support the activity of Peer-Learning group C through exploring stakeholders’ involvement in external QA. Various categories of stakeholders’ engagement will be explored, including discussions on stakeholders’ expectations towards external quality assurance work and sharing best practices among QAAs’, in regards to including stakeholders in EQA activities and ongoing development of practices. The project is framed by the Bucharest ministerial communiqué (2012), affirming: We commit…to actively involve a wide range of stakeholders in this development. In the Paris Communiqué (2018), the ministers of education stated that fulfilling our commitments depends on the concerted efforts of national policy-makers, public authorities, institutions, staff, students and other stakeholders as well as coordination at EHEA level. The Peer-Learning group C (PLC) on Quality Assurance (QA) identified the theme Role and engagement of stakeholders in internal and external quality assurance as one in which work is further needed. Recommendations will be provided to the national authorities and QAAs in terms of stakeholders’ involvement, regarding ways to strengthen dialogue and cooperation, as well for their effective involvement in QA processes. A Study and a Guideline on stakeholders’ involvement will be developed, and peer-learning activities will be organized with the participation of PLC members. The consortium led by the Romanian Ministry of National Education as national authority, includes 3 European organizations representing QAA (ENQA), universities (EURASHE) and students (ESU) and 5 quality assurance agencies from Romania, France, Bulgaria, Denmark and R. of Moldova. The impact is strengthening the national QAA capacity to involve stakeholders meaningfully in evaluation, as well as on European level, with the process itself (developing the tools - Study and Guidelines) and the activities (peer-review and peer-learning connected with the tools).

Comparing qualifications for reliable recognition 2 (QUATREC 2)The QUATREC 2 project aims to facilitate the efficient use of learning outcomes in credential evaluation among higher education institutions (HEI) and employers to support a fair recognition. The objective of the project is to elaborate and pilot a methodology for the use of learning outcomes in credential evaluation on basis of desk study and previous QUATREC project (2018-2020) conclusions and recommendations.The QUATREC 2 project will step further to develop methodology for HEIs how to write and compare learning outcomes in terms of the recognition of qualifications. The methodology is also targeted at employers, who have to formulate their requirements as regards potential candidate’s knowledge, skills and competences, as well as analyse learning outcomes described for qualifications. The project activities: • exploring good practice examples (desk study) in the project partner countries about the existing methodologies and guidelines of writing learning outcomes; • elaborating methodology for writing and comparing learning outcomes for reliable qualification recognition; • arranging peer learning activities to pilot the methodology; • organising national workshops for HEIs and employers to introduce them with the methodology; • disseminating the project results and products.The project team: NARICs from BG, LV, LT, RO, UK and the Armenian ENIC, HEI from LT, associated partner - employers' organisation from LV.The methodology for writing and comparing learning outcomes provides support to credential evaluation; thus, facilitating the use of similar approaches when comparing learning outcomes to promote fair recognition decisions. Learning outcomes as one of the Bologna Process tools are provided with more evident and stable role in the recognition procedures.

Objective: Building on two previous Erasmus+ KA3 projects (NEWTT and FIERST - see 4.2). NEST’s goal is to design, implement, evaluate and propose a system of new adaptive mentoring for novice teachers in disadvantaged schools. Policy measure tested: Mandatory adaptive mentoring will increase effectiveness of novice teachers working at disadvantaged schools, leading to better results with students, commitment and retention in the profession.Hypothesis: Across Europe, support for novice teachers is discretionary, frequently deprioritized and carried out on an ad-hoc basis. Schools serving a disadvantaged, low-income student population might struggle to allocate resources. Effective mentoring of novice teachers would save time, costs and encourage a larger number of schools to adopt it, thereby increasing effectiveness, job satisfaction, retention and attractiveness of the profession. Experimental method:- Research and gathering of best practices of strong mentoring programs- Design and implementation of the intervention, selection and training of mentors-Identification of novice teachers and control groups with the help of public partners of the project-Multi-arm research design to test various elements of the mentoring training with the counterfactual-Diagnostic, ongoing and final assessment of skills, mindsets and knowledge of mentors, novice teachers in intervention and control groupsTarget groups:--Novice teachers with less than 5 years of experience will benefit from the support and experience of more senior colleagues--Experienced teacher mentors will develop new skills in effective support, mentoring and leadership-School teams, districts, national educational authorities will benefit from novice teachers’ faster onboarding, increased levels of confidence, better results with students and retention--Students from disadvantaged backgrounds will receive support which addresses their particular needsExpected results: see details in pre-proposal.