Support of Innovation Processes

• Support of Innovation Processes
• Training of Trainers in E-Learning
• Open Distance and Learning within Enterprises
• Open Distance Learning and E-learning Evaluation
• ODL and E-Learning Quality

Since its establishment SCIENTER has strived to be a link organisation between different players with different institutional and organizational characteristics and backgrounds, with the aim of promoting and supporting innovative processes in the field of Education and Training.

The Support of  innovative processes involves three key areas of activity (“poles”): 

• Promoting the use and valorisation of the results of Research activity, in order to develop innovative practices and orient/direct policy trends in the field of Education, Training and Work;
• Updating the scope of applied research through the survey and analysis of “good practice” and public Policies. 
• Evaluating the impact of Public Administration policies and programmes on practices within  educational and training systems.

The activities to promote and support innovative processes proposed by SCIENTER have a dual dimension:

• An analytical dimension: that permits the identification and analysis of good practice or experience within  different regional contexts; 
• A support dimension: that permits the elaboration, implementation and evaluation of public policies used in the development of new actions as well as the concerted design of new methods and action instruments.

The adoption of this approach foresees the existence of a dynamic and horizontal communication system and of a highly animation network system.

In terms of its impact on Learning and Training systems SCIENTER’s approach incorporates  several innovative elements:

1. Improvement of the quality of inter-regional and transnational collaboration, by going beyond the common practice of short-term collaboration among players and adopting a practice based on two principles: the  establishment of systematic and continuous collaboration and the integration of actors, who even while sharing the same interests in the field of learning, training and labour policy, have diverse cultures (national, institutional, associative, etc.).
2. Adoption of innovative practice by regional and national Administrations in the area of education, training and labour policy, not only through the exchange of ideas and “good practices”, but primarily through the design and concerted development of methodologies and instruments, in a “collaborative learning” perspective.
3. Building a shared culture and a common conceptual reference framework, among the institutional players as well as other social economic players who deal with the issues of learning technologies, Lifelong Learning and the labour and employment market, that will provide a future basis for the development of concerted and collaborative action.