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Quality Guide for Language Education & Training: Enhancing Transparency and Coherence

This quality guide provides practical tools for assessing, designing, and implementing quality language education and training programs. It emphasizes transparency, coherence, reliability, flexibility, and participation.

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Quality Guide for Language Education & Training: Enhancing Transparency and Coherence

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  1. Rotterdam:15-17/11/2001

  2. Leonardoda Vinci Socrates An Introduction to the Quality Guide Rotterdam:15-17/11/2001

  3. Quality of service ? Set of characteristics of an entity which generate its capacity to fulfil explicit andimplicit needs Rotterdam:15-17/11/2001 3

  4. In Industry ...from a tradition of standards Origins ? Products Aim : Give customers confidence in the result of an industrial activity Organisation Aim : Give producers confidence in the reliability and feasibility of production methods Rotterdam:15-17/11/2001

  5. A trueinternational concern Design of international standards Quality System ISO 9000 from a tradition of standards...to quality assurance Rotterdam:15-17/11/2001

  6. To Education / training Ways and means to improve confidence in the organisation of the education / training provider ISO 9001 Assistance to the setting up of a quality-assured organisation ISO 9004-2 From Industry ISO 10013 Ways and means to improve confidence in the capacity of the education / training provider to meet the needs of the customers A parallel development Rotterdam:15-17/11/2001

  7. Quality Assurance / TQM applied to language education & training ? A real debate Quality assurance or TQM can only be applied to management and organisation !!! Only ? What about contents, programmes and teaching / training materials ??? Rotterdam:15-17/11/2001

  8. Quality Assurance / TQM applied to language education & training ? Contents of programmes and teaching/training materials considered... As... a black box ?!? Rotterdam:15-17/11/2001

  9. Quality Assurance / TQM applied to language education & training ? The aim of this Quality Guide is to turn... …into a tool box !!!! …this black box !!!! Rotterdam:15-17/11/2001

  10. Quality Assurance / TQM applied to language education & training ? to ensure... Transparency andcoherence designers Quality guide end-users decision-makers Rotterdam:15-17/11/2001

  11. Quality guide • assessing existing teaching / training programmes & materials • designing quality teaching / training programmes & materials • developing teacher training syllabuses and materials designed to help Rotterdam:15-17/11/2001

  12. Quality guide • programme and materials designers • heads of studies • resource centre managers • teachers and trainers A practical tool for Rotterdam:15-17/11/2001

  13. Needs analysis Design Implementation Evaluation of outcomes Monitoring from the Quality principles  Monitoring quality The quality profiles Rotterdam:15-17/11/2001

  14. Relevance Efficiency Flexibility Transparency Reliability Quality guide Generativeness Participation Attractiveness Socialisation Principles of Quality Rotterdam:15-17/11/2001

  15. Relevance Principles of Quality Learner centredness on personal or professional needs Accountability for general and educational aims Appropriateness to learning context Rotterdam:15-17/11/2001

  16. Transparency Principles of Quality Clarity of aims in terms of objectives, skills, levels regarding success and weaknesses Clarity of achievement Clarity of presentation in terms of logical structure Clarity of rationale of language learning approach used Rotterdam:15-17/11/2001

  17. Reliability Consistency between aims and realisation between parts and units Internal coherence Methodological integrity In selection of activities Linguistic integrity of good current language usage Textual integrity according to relevant genre Factual integrity of data, examples, social behaviour Practicality of exercises and activities Principles of Quality Rotterdam:15-17/11/2001

  18. Attractiveness Principles of Quality User friendliness making access easy to the user stimulating the learner implication Interactivity Variety in the range of activities Sensitivity creating a motivating learningenvironment Rotterdam:15-17/11/2001

  19. Flexibility catering for different learnercharacteristics Individualisation allowing expansion or reductionof a lesson, of an exercise ... Adaptability Principles of Quality Rotterdam:15-17/11/2001

  20. Generativeness to different learning contexts Transferability relating to previous knowledge Integration of the way the language is used Language awareness of learning strategies and skills Cognitive development Principles of Quality Rotterdam:15-17/11/2001

  21. Participation in the learning process Involvement of learners taken into account Personal interest through sharing responsability Partnership Principles of Quality Rotterdam:15-17/11/2001

  22. Efficiency of time and resources exploited Cost effectiveness matching provision to requirements Ergonomy Principles of Quality Rotterdam:15-17/11/2001

  23. Socialisation in terms of personal growth andcooperation Socials skills of own and other cultures Intercultural awareness Principles of Quality Rotterdam:15-17/11/2001

  24. Quality principle profiles Rotterdam:15-17/11/2001

  25. Quality stages Profiles Rotterdam:15-17/11/2001

  26. Core indicator : What has been done to ensure that the approach to lexical work is clear & efficient criteria: • Is vocabulary practised and activatedin a transparent and systematic way ? Vocabulary exercices connected in acoherent wayto the other activities Suggestions : • Systematic progression in dealing with the vocabulary Regular recycling of the vocabulary The (self) assessment tool EXAMPLE Rotterdam:15-17/11/2001

  27. Leonardoda Vinci Socrates An Introduction to the Quality Guide Rotterdam:15-17/11/2001

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