1. A Road Map to Quality Fostering excellence in language education centres in Serbia YALS Symposium Belgrade October 2016 Ludka Kotarska ©Eaquals 06/08/2014 www.eaquals.org

2. What is Eaquals? An international non-profit membership association for language education professionals, founded in 1991 Our mission is  to help develop excellent standards in language teaching and learning  to support quality in the teaching of any language, in any country and in any education sector …....We help good language centres to become even better

3. 3 Eaquals values Plurilingualism Intercultural understanding International cooperation Lifelong learning

4. A Road Map to Quality Definitions, criteria, standards, tools, models Approaches to creating a quality culture in an organisation Practical implications 4

5. Concept of quality What’s got to do with it? 5

6. What’s love got to do with it? Everybody talks about it and everybody knows what he/she is talking about. Everybody knows and feels when there is love. Everybody recognises it. But when we try to give a definition of it we are left standing empty-handed. 6

7. Quality is like love. There is no general consensus on the concept of quality. An absolute definition of quality does not exist because just like love or beauty quality is in the eyes of the beholder. 7

8. What is in the eye of the beholder ? 8

9. Quality as an object of negotiation between the relevant parties. Quality is achieving our goals and aims in an efficient and effective way, assuming that the goals and aims reflect the requirements of all our stakeholders in an adequate way. 9

10. Negotiations With so many stakeholders and players in the field it is not easy to find a definition of quality. Each stakeholder has its own ideas and expectations. Quality is a matter of negotiating between the institution and the stakeholders and each stakeholder needs to formulate his/ her requirements. 10

11. Quality is context bound When striving for quality, the main question is: “Do we offer the stakeholder what we promise to offer.” This means that a starting point for judging our quality will be our promises (i.e. goals). The verdict “quality or no quality” will be based on the promises. 11

12. Attempts to define quality Quality is simply meeting the requirement of the customer. John Oakland Quality is a customer determination based upon [his or her] actual experience with a product or service, measured against his or her requirements. Armand Feigenbaum 12

13. Why does quality matter? It is about: meeting the customer’s needs and expectations efficiency value for money ethics and honesty the professionalism of providers success and satisfaction for everybody 13

14. 14

15. Quality models Client satisfaction: Have client expectations been met? Exceeded? Process management: Are we doing the right things? Are we doing them right? Results: How much learning progress has been made? Educational values: Autonomy? Personal development? 15

16. Quality Process Design – specification of content, analysis of needs, preparation of programmes and materials Implementation – providing a positive learning environment Outcomes – evaluating achievement, progress and satisfaction 16

17. Quality Process 1.Define criteria, and establish clear standards 2.Raise awareness of these standards 3.Create evidence-based systems for assessing schools against these standards 4.Select and train people to: - understand and suport the standards - self/assess according to the agreed standards - record and reflect on the findings 5. Develop a way of reporting that is clear, fair, constructive and consistent 6.Put in place an independent moderation process 7.Test and refine the system 17

18. Creating a quality culture in an organisation Different forms of leadership that function in a way to create quality Quality reviews that check if objectives have been met Benchmarking – choosing standards against which performance will be judged Indicators demonstrate how far the standards are being met Charters state the promises made by the institution to its stakeholders Observation, data gathering, surveys as verifying quality Muresan 2007 18

19. Basic Tools A.Specific and relevant accreditation criteria B.Standards, or charters and/or a code of practice C.Reference to internationally accepted standards and principles D.Quality assessment checklists E.A corps of trained assessors and inspectors F.Self-assessment tools and self-help training guides for managers and staff 19

20. Quality Management Quality management is the act of overseeing all activities and tasks needed to maintain a desired level of excellence. This includes: - quality policy - quality planning and assurance - quality control - quality improvement. It is also referred to as total quality management (TQM). 20

21. 21 accountability enhancement a quality culture

22. Quality enhancement – a positive approach to promote high quality Quality based on a combination of trust and accountability Procedures and practices which establish trust among stakeholders Systems, tools, frameworks which provide external accountability to support trust 22

23. Trust EXPECTATIONS COMMUNICATION MANAGEMENT STYLE 23

24. Accountability and trust To the outside  Descriptive frameworks which make practice coherent and transparent  Availability of accurate information about programme outcomes, results  Regular external auditing with published results  Consistent record of fair dealing 24

25. Accountability and trust 25 Inside an institution  Data collection and analysis for effective management  Evaluation of student feedback  Observation of teaching  Staff performance review  Analysing assessment results  External quality agencies

26. Why change 26 Standardise pedagogical approach Improve quality of teaching Improve quality of teaching Raise standards Increase international cooperation Increase international cooperation

27. Why change Eliminating low quality Procedures to identify problems, complaints Student feedback Compliance with external regulations Quality checks on teaching Defined programmes Heyworth 2003 Promoting high quality Investment in training and development Reflection, research and innovation Peer teaching and observation Negotiation of programme content 27

28. Why change? How will staff feel about change? 28

29. The Pros and Cons + Robust qualifications Consistent delivery of programmes Student satisfaction - Top down Lack of academic independence Paperwork and bureaucracy 29

30. The Real Experience What we expected  Opposition  Resentment  Complaints  Mutiny What reaIly happened  It improved cooperation among staff.  It encouraged exchange of best practice among teachers.  It improved the quality of teaching. 30

31. New perspectives & everlasting questiion High quality in education – why so important? What are the implications for teaching and learning? How can teachers be empowered to help raise standards? What can trainers, mentors and managers do to help teachers achieve their best? What tools can be useful in supporting the process? 31

32. Where shall we start? 32

33. The Quality Cycle: a positive approach to enhance quality 33 Institutional self- review Institutional development External inspection (by peers) Recommendations for further improvement Post inspection follow-up Institutional development

34. Quality enhancement Creating team spirit. Making it a positive, non-threatening journey of discovery! Clarifying that quality is not always the same as efficiency. 34

35. Quality Enhancement  Involvement of all with room for initiative and creativity  Benchmarking and shared internal review and reflection 35

36. What are the tools? 36

37. Tools for quality enhancement Data collection and analysis for effective management Evaluation of student feedback Competence frameworks Observation of teaching Staff performance review Analysing assessment results External quality agencies and standards 37

38. What areas should we cover? 38

39. The Eaquals Scheme Teaching and Learning Course Design and Supporting Systems Assessment and Certification Academic Resources 39

40. The Eaquals Scheme Client Services Learning Environment Quality Assurance 40

41. The Eaquals Scheme Staff Profile and Development Staff Employment Terms Management and Administration Internal Communications External Communications 41

42. Teaching and Learning Transparency in the learning and training process Accountability towards stakeholders and participants Reproducibility of good practices 42

43. Teaching and Learning The course objectives should be based on qualitative and quantitative criteria, preferably with indicators that can be used in the evaluation objectives should be identifiable in the programme of activities 43

44. Teaching and Learning similarly each activity in the programme should clearly correspond to objectives activities must have identified and concrete, achievable and assessable. 44

45. Common Quality Assurance Framework 45

46. 46 Internal procedures Self-assessment questionnaires Student questionnaires External accreditation and evaluation National and international agencies

47. Self-Assessment …encourages reflection … gives staff a voice … engages and empowers staff … provides a safe framework for giving and receiving feedback, and acting on it effectively … is a great leadership tool 47

48. How do we know it works?  Feedback and assessment  Teacher and learner focus groups  Class observations  Course and teacher evaluation  Performance review 48

49. Good schools are made of good leadership professional autonomy a clear intention to get the best out of every learner a safe and friendly environment a strong ethos of working together as a team Green 2007 49

50. Helping language institutions become even better Our mission is  to help develop excellent standards in language teaching and learning  to support quality in the teaching of any language, in any country and in any education sector  to apply participatory quality assurance and quality control  to facilitate and encourage EAQUALS members to make significant contributions to the profession

51. An international community 51 160 Members in 33 countries Teaching over 25 languages

52. And added: Excellence is the result of high expectations, sincere efforts and inteligent execution 52

53. I believe that is also an attitude and a state of mind. 53

54. www.eaquals.org Further information: Ludka Kotarska Eaquals Director of Accreditation lkotarska@eaquals.org www.eaquals.org