Defining Quality in Adult Education Provision – local, national, global

1. Defining Quality in Adult Education Provision – local, national, global Grundtvig Learning Partnership Meeting Galway 28th June 2010 helen.keogh@cdu.cdvec.ie

2. Outline • What isquality in adult education/learning? • Quality in adult education/learning • inIreland – system level • atEU & 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. 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 & culturaldimensionsrelating to its purposes What is Quality?

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 & achievementlevels are indicators • EQUALITY– equitable access & participation • EFFICIENCY–economicalinvestment 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 Action2009 – quality as a key issue

8. Vocational Education and Training (IVET & CVET) • EU Copenhagen process includes a strongquality focus 2002-2010 • Instruments/tools ECVET; EQF • (Guidance – ELGPN’s Work Package 4) • EQAVET – the European Quality Assurance Reference Framework (2009) • 4 classic stages

9. Define goals & objectives - Indicators 1, 2 Purpose & planning Methodology Coherent with goals Indicators 3, 7, 8 Review Indicators 9, 10 Feedback & procedures for change Implementation Assessment & Evaluation Collect & process data; discuss results Indicators 4, 5, 6 EQAVET (EQARF) Purpose & planning Implementation

10. VET Indicators – and types • [[Relevance of quality assurance systems for providers - context/input indicator]] • Investmentin 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. 2. Access Getting In 1. Outreach • Making • Contact 3. Persistence Staying On Adult participant 5. Progression Moving On 4.Achievement Getting On The learner’s journey – quality of structure, process & result

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)