rob mark, school of education, queen’s university belfast, northern ireland
Post on 30-Dec-2015
31 Views
Preview:
DESCRIPTION
TRANSCRIPT
‘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:
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 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:
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?
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 )
‘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
What is 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.
Why do we need quality indicators in 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
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).
European Quality Indicators & Lifelong Learning (2)
‘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
Designing a Stakeholder Quality Framework
Literacy, Participation & Quality
Literacy Partic ipation
Quality
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 Quality Framework
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
1. Guiding Principles2. five quality areas with statements of
quality3. nine step evaluation process
multi-stakeholder evaluation teams with trained facilitators
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 Resources Management Teaching & learning Progression Outreach and promotion
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
ABE Quality Framework: A process for implementation
Practice
Programme Improvement
Quality Statements
Measures
Performance Indicators
Data
Analysis
Guiding Principles
Evaluation Criteria
Reflection in Experiential Learning
The Experiential Learning CycleKolb, 1984
Concrete Experiencing of an
Experience
Active Experimentation
Reflective Observation
Abstract Conceptualising
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
Advantages of learner involvement in quality management
lack of understanding of the framework
intimidating for some learners
slowed the process down
Problems involving learners:
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? 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 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
Framework is not complete
time-consuming
Need for training and support
Need for input of resources
Conclusions: Limitations
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
Conclusions : Advantages
‘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)
Comments on framework:
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
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?
Possible Questions for Discussion?
top related