Dr. Maike Koops DG EAC-B3 – Adult Education; « Grundtvig » European Commission Improving quality in the Adult Learning sector: challenges and next steps on European level

2 OUTLINE 1.Why quality in the adult learning sector? 2.Quality in adult learning: EU-Policy context 3.National developments in quality in adult learning 4.A few conclusions: last outcomes and next steps on European level

3 1.Why quality in the adult learning sector?  mil. or 71.8% are over 25 yrs  80 mil. low-skilled  more than 23 million Europeans unemployed  2 million retire every year (20 million over next decade)  All need LLL but only 9.5% participate (4.3% over 50 yrs, <2% in parts of south)

4 1.Why quality in the adult learning sector? (2)  AL considered a vital contribution to social cohesion, citizenship and economic development  Fiscal constraints – value for money  System-level governance reforms  Professional approaches on management  mobility of learners – in VET and HE

5 2.Quality in adult learning: EU-Policy context EU - Policy context – VET  Copenhagen process / Brueges: strong quality focus  Instruments ECVET; EQF  Recommendation on the European Quality Assurance Reference Framework (EQARF) (2009)  EQAVET 2010 – network/community of practice to support the implementation of EQARF EU policy context – Guidance  Work Package 4 of ELGPN (European Lifelong Guidance Policy Network) focuses on the thematic action Quality Assurance & Evidence in Guidance to implement the recommendations of the Council Resolutions on Lifelong Guidance (2004; 2008) EU policy context – HE  European Standards & Guidelines on QA in HE adopted by HE Ministers in Bergen  Recommendation from the E. Parliament & Council: European Register of QA Agencies (EQAR -2008)  first Triennial Report from the Commission on QA systems in HEIs identified a need for: more efficient QA systems

6 2.Quality in adult learning: EU-Policy context (2) EU policy context – ET2020: The second of strategic: Improving the quality & efficiency of education & training in the interests of ensuring the acquisition of key competences by everyone

7 3.National developments in quality in adult learning Professional development of AL staff:  regulations;  qualifications requirements;  profiles Approaches to QA:  systems level approaches – at least 15 countries - Nordic countries, AT, DE, IE & UK most advanced  accreditation of providers – at least 15 countries  linking QA to monitoring & evaluation – many challenges in many countries

8 4.A few conclusions: last outcomes and next steps on European level  Action Plan on Adult Learning 2007: Priority Action 2: to improve the quality of provision –Adult learning staff identified as “the key determinants” of quality –Study on Key Competences  Workshop on “Improving quality in the adult learning sector”  Budapest Conference on the finalisation of the Action Plan (03/11) –Future priority should be given to: “Improving professional development in order to ensure and maintain the high quality of teaching staff in the adult learning sector”  Planned: –Expert group on Quality in Adult Learning –Study: Provider Quality

9 Thank you all for your attention!