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Dr. Maike Koops DG EAC-B3 – Adult Education; « Grundtvig » maike.koops@ec.europa.eu European Commission Improving quality in the Adult Learning sector: challenges and next steps on European level
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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
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3 1.Why quality in the adult learning sector? 357.5 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)
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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
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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 2005 - European Standards & Guidelines on QA in HE adopted by HE Ministers in Bergen 2006 - Recommendation from the E. Parliament & Council: European Register of QA Agencies (EQAR -2008) 2009 - first Triennial Report from the Commission on QA systems in HEIs identified a need for: more efficient QA systems
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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
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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
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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
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9 Thank you all for your attention!
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