Presentation on theme: "1 Defining Quality in Adult Education Provision – local, national, global Grundtvig Learning Partnership Meeting Galway 28 th June 2010"— Presentation transcript:
1 Defining Quality in Adult Education Provision – local, national, global Grundtvig Learning Partnership Meeting Galway 28 th June 2010 firstname.lastname@example.org
2 Outline What is quality in adult education/learning? Quality in adult education/learning in Ireland – system level at EU & global levels EQAVET (EU) European Quality Assurance Reference Framework for vocational education & training (VET) [EQARF] Indicators of quality in VET Learner’s journey Quality “wrapper” Quality indicators in adult education ??
3 What is Quality? A complex, multi-dimensional & flexible concept…. Definitions: context-bound in terms of: topic under discussion time & place expectations & purpose Not just a technical issue. Has strong: political, social & cultural dimensions relating to its purposes
4 Quality in AE: 4 core dimensions RELEVANCE – appropriate learning route; supports; persistence; achievement; progression EFFECTIVENESS – means-end relationships - learning outcomes & time needed. Completion rates & achievement levels are indicators EQUALITY – equitable access & participation EFFICIENCY – economical investment of resources to achieve specified aims under given conditions; ratio of costs to benefits Global Report on Adult Learning (GRALE), CONFINTEA VI 2009
5 A stab at a definition... Quality could be said to be the maximisation of performance on these four dimensions at: teacher/tutor level provider level local/regional/national system level European level global level
6 In Ireland – system level Department of Education and Skills - monitoring of outcomes in terms of: qualifications progression cost-benefit ratio Further Education and Training Awards Council accreditation of providers of courses leading to FETAC awards – policies; practices; staffing etc validation of courses leading to their awards monitoring of assessment processes
7 EU & Global Levels Action Plan on Adult Learning 2007 - Priority Action 2: to improve the quality of provision Adult learning staff identified as “the key determinants” – Competence Framework 2010 Workshop on quality in adult learning, June 30/July 1 Looking at what is quality in adult learning Possibility of using approaches from VET & HE? Post-2010 period...? Global level – Belém Framework for Action 2009 – quality as a key issue
8 Vocational Education and Training (IVET & CVET) EU Copenhagen process includes a strong quality focus 2002-2010 Instruments/tools ECVET; EQF (Guidance – ELGPN’s Work Package 4) EQAVET – the European Quality Assurance Reference Framework (2009) 4 classic stages
10 VET Indicators – and types 1. 1. [[Relevance of quality assurance systems for providers - context/input indicator]] 2. 2. Investment in training (teachers & trainers) - input/process indicator 3. Participation rate - input/process/output indicator 4. Completion rates – process/output/outcome indicator 5. Placement rate – outcome indicator 6. Utilisation of skills at workplace – outcome 7. Unemployment rate – context indicator 8. Prevalence of vulnerable groups – context indicator 9. Mechanisms to identify training needs in the labour market - context/input indicator 10. Schemes for better access - process indicator
11 In practice - quality in AE has 3 components: Quality of STRUCTURES - the broad framework - organisational & resource issues Quality of PROCESSES - internal activities, e.g. teaching & learning Quality of RESULT - what has been learned - outcomes of the learning activities Focus of policy-makers/funders.....
12 The learner’s journey – quality of structure, process & result Adult participant 2. Access Getting In 3. Persistence Staying On 4. Achievement Getting On 5. Progression Moving On 1. Outreach Making Contact
13 Wrap the learner journey in a Quality “wrapper” Outreach – to address informational, institutional, dispositional & situational barriers Access – induction; needs analysis; individual learning plan Persistence – learning content, teaching & learning methodologies/materials, supports Achievement – learning outcomes Progression - assessment, qualifications, progression supports Feedback at every stage – data as part of management information system (MIS)
14 What would be indicators of quality in adult education for disadvantaged adults - at provider level? Context ( target group numbers; national policies) Input ( resources; teacher skills; learning ‘menu’) Process ( addressing barriers - outreach ; guidance; ILP ; practical/learning supports; teaching/learning methodologies; assessment) Output (‘ persistence’; completion; competences; qualifications; progression) Outcomes ( educational, personal, social, cultural, political, economic impact)