Rotterdam:15-17/11/2001

Leonardo da Vinci Socrates An Introduction to the Quality Guide Rotterdam:15-17/11/2001

Quality of service ? Set of characteristics of an entity which generate its capacity to fulfil explicit and implicit needs Rotterdam:15-17/11/2001 3 3

...from a tradition of standards Origins ? Products Aim : Give customers confidence in the result of an industrial activity In Industry Organisation Aim : Give producers confidence in the reliability and feasibility of production methods Rotterdam:15-17/11/2001

from a tradition of standards...to quality assurance A true international concern Design of international standards ISO 9000 Quality System Rotterdam:15-17/11/2001

To Education / training  To Education / training From Industry A parallel development Ways and means to improve confidence in the organisation of the education / training provider ISO 9001 Assistance to the setting up of a quality-assured organisation ISO 9004-2 Ways and means to improve confidence in the capacity of the education / training provider to meet the needs of the customers ISO 10013 Rotterdam:15-17/11/2001

Quality Assurance / TQM applied to language education & training ? A real debate Only ? What about contents, programmes and teaching / training materials ??? Quality assurance or TQM can only be applied to management and organisation !!! Rotterdam:15-17/11/2001

Quality Assurance / TQM applied to language education & training ? Contents of programmes and teaching/training materials considered... Quality Assurance / TQM applied to language education & training ? As... a black box ?!? Rotterdam:15-17/11/2001

Quality Assurance / TQM applied to language education & training ? The aim of this Quality Guide is to turn... Quality Assurance / TQM applied to language education & training ? …into a tool box !!!! …this black box !!!! Rotterdam:15-17/11/2001

Quality Assurance / TQM applied to language education & training ? Quality guide Quality Assurance / TQM applied to language education & training ? to ensure... decision-makers designers Transparency and coherence end-users Rotterdam:15-17/11/2001

Quality guide designed to help assessing existing teaching / training programmes & materials designing quality teaching / training programmes & materials developing teacher training syllabuses and materials Rotterdam:15-17/11/2001

programme and materials designers Quality guide A practical tool for programme and materials designers heads of studies resource centre managers teachers and trainers Rotterdam:15-17/11/2001

Monitoring from the Quality principles Monitoring quality Needs analysis Design Implementation Evaluation of outcomes Monitoring from the Quality principles  The quality profiles Rotterdam:15-17/11/2001

Principles of Quality Relevance Efficiency Transparency Generativeness Quality guide Reliability Participation Attractiveness Flexibility Socialisation Rotterdam:15-17/11/2001

Relevance Learner centredness on personal or professional needs Principles of Quality Learner centredness on personal or professional needs Accountability for general and educational aims Appropriateness to learning context Rotterdam:15-17/11/2001

Transparency Clarity of aims in terms of objectives, skills, levels Principles of Quality Clarity of aims in terms of objectives, skills, levels regarding success and weaknesses Clarity of achievement Clarity of presentation in terms of logical structure Clarity of rationale of language learning approach used Rotterdam:15-17/11/2001

Reliability Consistency between aims and realisation Principles of Quality Consistency between aims and realisation between parts and units Internal coherence In selection of activities Methodological integrity of good current language usage Linguistic integrity according to relevant genre Textual integrity of data, examples, social behaviour Factual integrity of exercises and activities Practicality Rotterdam:15-17/11/2001

Attractiveness User friendliness making access easy to the user Principles of Quality User friendliness making access easy to the user stimulating the learner implication Interactivity Variety in the range of activities Sensitivity creating a motivating learning environment Rotterdam:15-17/11/2001

Flexibility catering for different learner characteristics Principles of Quality Individualisation catering for different learner characteristics allowing expansion or reduction of a lesson, of an exercise ... Adaptability Rotterdam:15-17/11/2001

Generativeness to different learning contexts Transferability Principles of Quality Transferability to different learning contexts relating to previous knowledge Integration Language awareness of the way the language is used Cognitive development of learning strategies and skills Rotterdam:15-17/11/2001

Participation in the learning process Involvement Principles of Quality Involvement in the learning process of learners taken into account Personal interest Partnership through sharing responsability Rotterdam:15-17/11/2001

Efficiency of time and resources exploited Cost effectiveness Principles of Quality Cost effectiveness of time and resources exploited matching provision to requirements Ergonomy Rotterdam:15-17/11/2001

Socialisation in terms of personal growth and cooperation Principles of Quality Socials skills in terms of personal growth and cooperation of own and other cultures Intercultural awareness Rotterdam:15-17/11/2001

Quality principle profiles Rotterdam:15-17/11/2001

Quality stages Profiles Rotterdam:15-17/11/2001

The (self) assessment tool EXAMPLE Core indicator : What has been done to ensure that the approach to lexical work is clear & efficient Is vocabulary practised and activated in a transparent and systematic way ? criteria:  Vocabulary exercices connected in a coherent way to the other activities Suggestions : Systematic progression in dealing with the vocabulary  Regular recycling of the vocabulary Rotterdam:15-17/11/2001

Leonardo da Vinci Socrates An Introduction to the Quality Guide Rotterdam:15-17/11/2001