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

‘ 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

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

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  1. ‘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

  2. 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

  3. 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)

  4. 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?)

  5. 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 )

  6. 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

  7. 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.

  8. 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

  9. 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).

  10. 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

  11. Literacy, Participation & Quality

  12. 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.

  13. 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.

  14. 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

  15. 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

  16. Quality areas and statements of quality • Resources • Management • Teaching & learning • Progression • Outreach and promotion

  17. 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

  18. ABE Quality Framework: A process for implementation Practice Quality Statements Programme Improvement Guiding Principles Evaluation Criteria Performance Indicators Analysis Data Measures

  19. Reflection in Experiential Learning Concrete Experiencing of an Experience Active Experimentation Reflective Observation Abstract Conceptualising The Experiential Learning Cycle Kolb, 1984

  20. 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

  21. Problems involving learners: • lack of understanding of the framework • intimidating for some learners • slowed the process down

  22. 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

  23. 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

  24. 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

  25. Conclusions: Limitations • Framework is not complete • time-consuming • Need for training and support • Need for input of resources

  26. 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

  27. 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)

  28. 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

  29. 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?

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