këtu - Qendra për Arsim e Kosovës

2. The methodologyThe task to be undertaken under Component 3 of APREME Project was tocollect examples of good practice in relation to the way schools facilitateand encourage the involvement of students’ parents from ethnic minorityfamilies. In addition, the collected examples had to reflect any otherinitiative facilitating equal access to education of ethnic minority children.Hence, the main purpose of the collection of good practices was to provide:• review of different types of interventions initiated and/orimplemented through stakeholder participation (school studentsand parents in particular) with the aim to advance educationalinclusion and quality at school and local community level;• mechanism(s) for horizontal learning and best practice exchangethus supporting sustainable initiatives on institutional and locallevel.2.1. Defing the concept of “good proactice”For approaching such task, the starting point was to clarify the concept of“good practice”. So, what is a “good practice”? We should be suspicious ofthe related concept of ‘best practice’ which policy makers often think is easyto define. Measures of effectiveness are not always available or reliable. Wemight want to say that ‘good practice’ is practice that enables innovation todevelop – ‘breakthrough practice’. It is to say that it breaks a barrier and setsa process of innovation in motion. It starts the ball rolling, so to speak. Wemight also want to say that ‘good practice’ is that which raises issues,provokes thinking / reflection and illuminates a particular aspect of practice.We could call this ‘interesting practice’.Then there is the concept of ‘next practice’ which responds to a newchallenge or a challenge that may be appearing on the horizon. Thefollowing is taken from a statement issued by the Innovations Unit which islinked to the Department for Education and Skills in the UK.10