slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Rob Mark, School of Education, Queen’s University Belfast, Northern Ireland PowerPoint Presentation
Download Presentation
Rob Mark, School of Education, Queen’s University Belfast, Northern Ireland

Loading in 2 Seconds...

play fullscreen
1 / 31

Rob Mark, School of Education, Queen’s University Belfast, Northern Ireland - PowerPoint PPT Presentation


  • 89 Views
  • Uploaded on

‘ Quality and inclusion: developing quality management systems which empower learners and tutors: reflections from an evolving quality framework experiment .'. Rob Mark, School of Education, Queen’s University Belfast, Northern Ireland 32nd EUCEN Symposium and Project Forum

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Rob Mark, School of Education, Queen’s University Belfast, Northern Ireland' - hakeem-campbell


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

‘Quality and inclusion: developing quality management systems which empower learners and tutors: reflections from an evolving quality framework experiment .'

Rob Mark,

School of Education, Queen’s University Belfast, Northern Ireland

32nd EUCEN Symposium and Project Forum

Université Pierre et Marie Curie, Paris, 16-18 November 2006

summary
Summary:
  • Background on quality – What do we mean by quality? EU Quality indicators etc;
  • Designing a Stakeholder Quality Framework - an example of a stakeholder quality model in lifelong learning
the need for quality in lifelong learning
The Need for Quality in Lifelong Learning
  • EU Report on Quality & LL ( 35 countries) recognised:

‘the need to set up mechanisms for quality assurance, evaluation and monitoring in order to ensure constant progression towards quality improvement with a view to striving for excellence on an ongoing basis.’

Quality Indicators of Lifelong Learning

(E.C. 2002, p5)

the language of quality
The language of quality:
  • What do we mean by quality? Is there agreement on what quality is?
  • How should we measure quality? Who should measure quality? Independent Assessors? Senior Mangers? Teachers? Learners?)
what is quality
What is Quality?
  • policy, institution, learning process
  • Other terms- assessment? evaluation? review?
  • Practice of experts?
  • Process for improving accountability?
  • Facilitating development & new knowledge through steps in experts work?
  • ‘No consensus exists among theorists and practitioners of continuing higher education on how to define quality.’ ( Freedman )
what is lifelong learning
What is Lifelong Learning?

‘all learning activity undertaken through life with the aim of improving knowledge, skills and competencies within a personal, civic, social and /or employment-related perspective.’

EU Definition (2002) European Quality Indicators; Working Group on Quality Indicators

why do we need quality indicators in lifelong learning
Why do we need quality indicators in lifelong learning ?
  • qualitative & quantitative indicators can promote dialogue and support planning.
  • indicators can describe the context,
  • Indicators can quantify objectives & provide evidence on progress
  • Indicators can provide insights into what has contributed to achieving results.
european quality indicators lifelong learning
European Quality Indicators & Lifelong Learning

Area A: Skills, Competencies and Attitudes

  • New Skills for the Learning Society
  • Learning to Learn
  • Active Citizenship, Cultural and Social Skills
  • Literacy & Numeracy

Area B: Access & Participation

  • Access to Lifelong Learning
  • Participation in Lifelong Learning
european quality indicators lifelong learning 2
European Quality Indicators & Lifelong Learning (2)

Area C: Resources for lifelong Learning

  • Investment in Lifelong Learning
  • Educators and Training
  • ICT in learning

Area D: Strategies & System Development

  • Strategies of Lifelong Learning
  • Coherence of Supply
  • Counselling and Guidance
  • Accreditation and Certification
  • Quality Assurance

European Report on Quality Indicators of Lifelong Learning: (based on the work of the Working Group on Quality Indicators in 35 countries).

designing a stakeholder quality framework
Designing a Stakeholder Quality Framework
  • ‘Towards a Quality Framework for Adult Basic Education’

(1998 –2001) EU Socrates Project

  • From 2002 framework has been used in Ireland & Belgium

(Rolling out phase)

Project Partners :

  • Ireland: The National Adult Literacy Agency, Ireland nala@iol.ie
  • Belgium Lire et Ecrire, Bruxelles, Belgium
  • Belgium Collective Alpha, Bruxelles
  • Northern Ireland ,UK Institute of Lifelong Learning, Queen‘s University Belfast r.d.mark@qub.ac.uk
the quality framework
The Quality Framework

What was the Quality Framework designed to do?

  • raise awareness about the concept of quality within a total quality framework. which is capable of further development and which can be owned by stakeholders and at practitioner and management level.

Who was the Quality Framework designed for?

  • line managers and practitioners in adult basic education concerned with the implementation and monitoring of quality performance.
the evolving quality framework eqf
The Evolving Quality Framework (EQF)
  • EQF is a plan to guide and improve the quality of service in adult basic education in Ireland
  • EQF is developed through research, consulting and testing
  • EQF provides a self evaluation tool to improve the quality of service
  • EQF is in its 4th year of operation in Ireland in the Vocational Education Committees.
parts to the evolving quality framework
Parts to the evolving quality framework
  • Guiding Principles
  • five quality areas with statements of quality
  • nine step evaluation process
  • multi-stakeholder evaluation teams with trained facilitators
guiding principles
Guiding Principles:
  • Right to attend on a voluntary basis & to set their goals to be supported
  • Ethical code of confidentiality, respect & trust to inform all aspects of organisation
  • Cultural differences to be respected at all levels
  • Particular attention to creating an atmosphere of social interaction, informality & enjoyment
  • Learners to be enabled to participate in all aspects of the organsiation
quality areas and statements of quality
Quality areas and statements of quality
  • Resources
  • Management
  • Teaching & learning
  • Progression
  • Outreach and promotion
sample quality statements programme elements
Sample Quality Statements:Programme Elements:
  • learning and development
  • sensitive and creative promotional strategies
  • links with other groups
  • additional student support
  • staff training and development
  • resources for teaching and learning
  • management and planning
  • programme evaluation
  • premises
  • scheme funding
slide19

ABE Quality Framework: A process for implementation

Practice

Quality Statements

Programme Improvement

Guiding Principles

Evaluation Criteria

Performance Indicators

Analysis

Data

Measures

slide20

Reflection in Experiential Learning

Concrete Experiencing of an Experience

Active Experimentation

Reflective Observation

Abstract Conceptualising

The Experiential Learning Cycle

Kolb, 1984

advantages of learner involvement in quality management
Advantages of learner involvement in quality management
  • Increased understanding of the importance of quality provision for learners
  • Better understanding of the process of measurement
  • Improved listening and team work skill
  • Greater self-confidence
  • an outlet for learners views to be listened to
  • improved provision responsive to the needs
problems involving learners
Problems involving learners:
  • lack of understanding of the framework
  • intimidating for some learners
  • slowed the process down
benefits of the quality framework
Benefits of the Quality Framework:
  • Can be used to define standards on key topics
  • Is flexible and responsive to needs
  • Involves tutors, managers & learners
  • can be used to inform the development of outside reporting requirements
what has been the impact of the qf in ireland
What has been the impact of the QF in Ireland?
  • Was voluntarily implemented in 28 out of 33 VEC adult literacy services
  • Evolution is monitored and supported
  • Has led to innovation e.g. assessment framework, quality management training etc
  • Has led to service improvements
lessons learned from the quality framework
Lessons Learned from the Quality Framework
  • Provides an evidence based process for programme improvement on a continual basis
  • Avoids a deficit approach to quality management
  • a multi-stakeholder approach has many benefits
  • ownership of QF can be developed by involving others including learners
conclusions limitations
Conclusions: Limitations
  • Framework is not complete
  • time-consuming
  • Need for training and support
  • Need for input of resources
conclusions advantages
Conclusions : Advantages
  • a focus on quality issues can encourage critical reflection and act as a catalyst for change
  • stakeholders can become actively involved in measuring quality & improvement in a short space of time
  • a change of attitude towards quality is discernable as a result of a more inclusive approach which values everyone’s concern
  • imaginative and innovative ways of measuring quality can result from team-work
  • the evolving nature of quality is recognised
comments on framework
Comments on framework:

‘the framework recognises achievements and celebrates good practice… The quality improvement process generates wider awareness of quality issues and commitment to improvement. The dialogue, evidence-gathering, review and action steps can promote a culture change.’ (Doyle, 2003)

‘a model with a commitment to achieving quality through negotiation with learners and with other stakeholder groups may be the best way to ensure the ongoing success of our lifelong learning practices.’ (Mark , 2005)

equipe european quality in individualised pathways in education 2002 5
EQUIPE:European Quality in Individualised Pathways in Education (2002-5)

Mark, R. (2005) The Quality debate in Lifelong Learning: what are we measuring and for whom? http://equipe.up.pt/

EQUIPE Project Website.

Project Supported by the European Commission, Directorate-General

for Education and Culture Grundtvig 4

National Adult Literacy Agency, Ireland. http://www.nala.ie/nalaprojects/project/20020131164824.html

possible questions for discussion
Possible Questions for Discussion?
  • What is quality and how can we measure it?
  • To what extent should learners be involved in the quality management process?
  • What are the pro’s and con’s of top down versus bottom up approaches to nurturing quality?