1. Upholding and Accrediting Quality in Language Teaching and Learning Peter Brown Founder Chair, EAQUALS Professional Network Forum – ECML Graz, 7 February 2013

2. EAQUALS Founded in Trieste as an international association in 1991, now based in the UK as a Registered Charity – Secretariat in Hungary Mission: to foster and contribute to the development of language education A unique international accreditation scheme for language education 107 accredited member institutions and 23 associate members in 30 countries (recently: China, Egypt, Libya, South Africa)

3. EAQUALS and the Council of Europe EAQUALS has continued to be represented on the Coordinating Group for the 'Linguistic Integration of Adult Migrants' through Richard Rossner. In 2012 the group met four times in different configurations and completed work on a new dedicated web area, to which EAQUALS contributed an institutional Self- assessment Guide adapted from an EAQUALS in-house document.web area Self- assessment Guide Supporting Council of Europe initiatives such as ECML projects, and the PNF An international NGO with participatory status at the Council of Europe

4. EAQUALS participation in projects EAQUALS is a partner, inter alia, in three current EU co-funded projects The EPG Project (2011-2013) The Quality Guidelines Project (2011-2013) The NELLIP Project (2012-2014) assessing the best of the 1700 European Label awards EAQUALS and the International Organisation for Standardisation (ISO): in particular ISO 29990 (published) ISO 29991-1 "Language Learning Services outside formal education: requirements“ (to be published late 2013)

5. Background to the European Profiling Grid Originally developed by EAQUALS for its own members Has parallels with the Common European Framework – both are designed to encourage: use of a common meta-language about language teaching agreement on some common reference points reflection on current practice “We have not set out to tell practitioners what to do or how to do it. We are raising questions not answering them.” (CEFR introduction)

6. LANGUAGE PHASE 2.12.23.13.2 Language Proficiency Has a B2 examination certificate in the language; oral competence at C1 level Has a C1 examination certificate (eg English CAE )  Has a degree in the language, or :  a C2 examination certificate (eg CPE)  has native speaker competence, or :  a language degree or C2 certificate plus a natural command of the language Language Awareness  can give correct models of language usage at A1-B1  can give answers to language queries that are not necessarily complete but are sufficient and appropriate for levels A1-B1  can give correct models of language usage on almost all occasions at all levels  can give answers to questions about the target language that are appropriate for the level concerned from A1 to C1  can give correct examples of language usage on all occasions at all levels  can answer all language queries accurately  can notice what is really confusing learners and offer guidance so they can resolve their queries themselves  can give clear explanations of language points on all occasions  can teach usage & register at all levels  can give full and accurate answers to language queries on all occasions  can use a range of techniques to guide learners in working out answers to their own language queries and errors 17/04/20156

7. INTERCULTURAL COMPETENCE 2.12.23.13.2  understands and is able to take account of relevant stereotypical views  helps learners compare cultural behaviour, traditions, artefacts etc. using materials and activities appropriate to the group.  creates an atmosphere of tolerance and understanding in classes where there is social and/or cultural diversity  helps learners to analyse stereotypical views and prejudices  selects materials that are well matched to the cultural horizon of learners and yet extend this further  integrates into lessons key areas of difference in intercultural behaviour (e.g. proximity, politeness punctuality, directness, definiteness)  promotes inclusivity, tolerance and the importance of avoiding critical intercultural incidents  uses web searches, projects and presentations to expand own and learners understanding of intercultural issues  ensures that learners understand the relevance of conventions regarding, e.g, proximity, politeness, punctuality, directness, definiteness  systematically develops learners` ability to analyse and discuss cultural similarities and differences  anticipates and manages effectively areas of intercultural misunderstanding  shares his/her extensive knowledge of intercultural issues when this is appropriate in dealings with learners and colleagues  develops learners’/colleagues’ ability to deal with cultural issues, suggesting techniques to defuse disagreements and critical incidents if they arise  creates an atmosphere of inclusiveness and mutual understanding in both staffroom and classroom 17/04/20157

8. CORE COMPETENCIES 3 Interaction management and monitoring 2.12.23.13.2  can set up pairs & groups efficiently  ensures all learners are involved in productive pair and group work  can monitor learning activity and give clear feedback  can bring the class back together and manage feedback  can set up a varied and balanced sequence of class, group and pair work in order to meet the lesson objectives  can facilitate task- based learning  can monitor individual and group work and provide or elicit useful feedback  can set up group interaction with more than one learning objective  can monitor individual and group performances accurately and thoroughly  can give individual feedback in various ways  can manage learner- centred, multi-level group work in which groups at different levels in the same classroom work on different tasks at the same time  uses monitoring and analysis of the interaction in order to decide on action points for upcoming lessons 17/04/20158

9. PROFESSIONALISM 2.12.23.13.2  welcomes opportunities to be observed and receive feedback on teaching  welcomes opportunities to observe & share class teaching (team-teach) with colleagues at one or two levels  acts on feedback from colleagues who observe own teaching  reacts positively to changes and challenges in the institution  develops his/her professional awareness and competence via reading  takes an active part in various kinds of professional development  sometimes leads discussions in training sessions & ex­changes ideas with colleagues about materi­als and techniques  observes colleagues at 3 or 4 levels  contributes to the institution’s development and good management  acts as mentor to less experienced col­leagues  leads a training session if given materials to use and with support from a colleague  organises opportunities for colleagues to observe one another  actively participates in the development of the institution and its educational and administrative systems  creates training modules for less experienced teach­ers  runs teacher development programmes  observes colleagues and provides useful feedback  takes responsibility for the development of the institution in certain areas. 17/04/20159

10. DEVELOPMENT PHASE 1.11.22.12.23.13.2 Methodology knowledge & skills Interaction management Planning Assessment Use of digital media Self assessment example - core teaching competences 17/04/201510

11. DEVELOPMENT PHASE 1.11.22.12.23.13.2 Language competence Language awareness Intercultural competence Professional -ism Administration Self assessment example – language, culture & professionalism 17/04/201511

12. QUALITY GUIDELINES Quality management for international education Leonardo da Vinci This project has been funded with support from the European Commission

13. ISO 29990 ‘LEARNING SERVICES FOR NON- FORMAL EDUCATION AND TRAINING – BASIC REQUIREMENTS FOR SERVICE PROVIDERS’ A BRIEF INTRODUCTION

14. 14 THE NEED FOR QUALITY GUIDELINES International education and cross-border mobility imply that the quality assurance systems used need to be comparable. The procedures and processes involved in international education need to be transparent for all those involved. Existing quality management systems like ISO 9001 and the EFQM model contain no requirements or recommendations relating to international dealings between education providers.

15. CUSTOMER SATISFACTION: participants, the labour market, the national economy, and society Conceiving, implementing and evaluating educational services Measuring, analyzing and improving the educational processes and services CUSTOMER REQUIREMENTS: participants, the labour market, the economy, society Managing and developing the educational organization Allocating and developing staff including teachers; developing the learning infrastructure SUPPORT PROCESSES CREATION-OF-VALUE PROCESSES LEADERSHIP PROCESSES

17. PNF 2012 - Burning issues (S) funding & focusing learners increasingly unwilling to invest qualitytime to learn a language impact of technology lost in translation: the economic cost on GDP of poor language skills in the workplace renewal: of methodologies, techniques, teacher competencies,... need to update CEFR ( publishers) need for research & dissemination of results of research

18. PNF 2012 – Possible Action Points ECML - Authoratative and independent source of communicating good practice to stakeholders §  learners less willing to invest time in learning  renewal: of methodologies, techniques, competencies  research & dissemination of results of research  lost in translation dedicating part of site to SME Examine possibility of Joint Conferences  impact of technology  need to update CEFR Can private sector being more involved? Including in partnership co-funding?  funding & focusing  lost in translation

19. best practice is important (for we must be able to learn) but = past practice future = innovation (but innovation needs monitoring, measuring & evaluating). Innovations:... do not, and should not, necessarily equate with technology but should equate with science (= hard data), knowledge through experience, learning,...... can be new, or equally can renew / revisit... not just breaking new ground but could be new solutions to old problems (reviewing, reflecting & revisiting) PNF 2012 – Reflections

20. Educational governance – civil society Teachers as leaders CLIL: language & cognition | longitudinal studies required Potential impact of ISO 29991 Austrian Presidency Conference - 2014: an international conference under the auspices of the Austrian presidency, co-ordinated by the ECML: the value of education, the role of language education in the context of social mobility and integration. PNF – 2013 Action Points §

21. “... the greatest explorers are not those who discover new countries but those who see things with new eyes... ” PNF – Reflection §

22. Thank you Peter.Brown@EAQUALS.org for further information from the EAQUALS website www.EAQUALS.org by e-mail from Info@EAQUALS.org