1 Defining Quality in Adult Education Provision – local, national, global Grundtvig Learning Partnership Meeting Galway 28 th June 2010

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 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  Instruments/tools ECVET; EQF  (Guidance – ELGPN’s Work Package 4)  EQAVET – the European Quality Assurance Reference Framework (2009)  4 classic stages

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

10 VET Indicators – and types [[Relevance of quality assurance systems for providers - context/input indicator]] 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)