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EQARF INDICATORS A good tool for measuring quality in adult learning?

EQARF INDICATORS A good tool for measuring quality in adult learning?. Vladimír Hulík Institute for Information on Education vladimir.hulik@uiv.cz. "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011.

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EQARF INDICATORS A good tool for measuring quality in adult learning?

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  1. EQARF INDICATORSA good tool for measuring quality in adult learning? Vladimír Hulík Institute for Information on Education vladimir.hulik@uiv.cz "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011 Workshop 1 Ensuring and developing high quality systems of adult learning

  2. EQARF Indicators 1/5 • set of 10 indicators which can be used for monitoring quality in VET • indicators are the result of ENQA-VET work • indicators are not closed – further development is now under the responsibility of EQAVET • implementation of the indicators is not mandatory – Member States can choose which of them will be used for monitoring quality in VET Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  3. EQARF Indicators 2/5 • (1) Relevance of quality assurance systems for VET providers: • (a) share of VET providers applying internal quality assurance systems defined by law/at own initiative • (b) share of accredited VET providers • (2) Investment in training of teachers and trainers: • (a) share of teachers and trainers participating in further training • (b) amount of funds invested • (3) Participation rate in VET programmes: Number of participants in VET programmes, according to the type of programme and the individual criteria • (4) Completion rate in VET programmes: Number of persons having successfully completed/ abandoned VET programmes, according to the type of programme and the individual criteria • (5) Placement rate in VET programmes: • (a) destination of VET learners at a designated point in time after completion of training, according to the type of programme and the individual criteria • (b) share of employed learners at a designated point in time after completion of training, according to the type of programme and the individual criteria Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  4. EQARF Indicators 3/5 • (6) Utilisation of acquired skills at the workplace: • (a) information on occupation obtained by individuals after completion of training, according to type of training and individual criteria • (b) satisfaction rate of individuals and employers with acquired skills/competences • (7) Unemployment rate according to individual criteria • (8) Prevalence of vulnerable groups: • (a) percentage of participants in VET classified as disadvantaged groups (in a defined region or catchment area) according to age and gender • (b) success rate of disadvantaged groups according to age and gender • (9) Mechanisms to identify training needs in the labour market: • (a) information on mechanisms set up to identify changing demands at different levels • (b) evidence of their effectiveness • (10) Schemes used to promote better access to VET: • (a) information on existing schemes at different levels • (b) evidence of their effectiveness Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  5. EQARF Indicators 4/5 • it was agreed through the further work on definitions that indicators should cover: • both formal and non-formal VET • both initial and continuing VET Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  6. EQARF Indicators 5/5 • MAIN ISSUES: • optional use of indicators probably will lead to incomparability among Member States • data gaps • definitions (result of ex post defining of indicators) • suitability in relation to quality („shining example“ is indicator no. 7 ...) Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  7. Policy cycle Analysis (data availability) Evaluation of policy impacts Evaluation criteria (indicators) Goals, objectives, benchmarks Monitoring Policy implementation Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  8. Where we can develop indicators BARRIERS EDUCATION PROCESS INPUTS OUTPUTS skills, competencies, abilities before education OUTCOMES skills, competencies, abilities after education VALUE ADDED DROP-OUTS EDUCATION POLICY EDUCATION SYSTEM TEACHERS AND TRAINERS Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  9. Adult Education 1/3 • AE has a much wider scope than VET or HE • in comparison to VET, AE is more focused on: • continuing E&T • non-formal E&T • general education • key competencies Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  10. Adult Education 2/3 • possible indicators in AE sector(as stated in the Summary Report from the Workshop „Improving Quality in Adult Learning Sector“) • the education profile of the population • participation in lifelong learning (3) • participation of vulnerable groups (8a) • the relationship of the adult learning system to local/regional/national environments • the share of accredited providers (1b) • the continuing professional development of adult learning personnel (2a, 2b) Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  11. Adult Education 3/3 • possible indicators in AE sector (con.) • progression to employment/self-employment • citizenship outcomes • participation in lifelong learning of low-skilled and low-qualified adults who have not achieved Level 3 EQF • drop-outs (4, 8b) • response of adult education to individual’s and employers’ needs (6a, 6b) • other outcomes of AE (not linked with labour market) • indicators mapping learning processes Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  12. Conclusions 1/2 • although some EQARF indicators could be directly used for monitoring adult education, I strongly recommend to create a new set of indicators in this field – because we need to cover a wider area • !!! it is necessary to follow steps in policy cycle in the correct order !!! Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  13. Conclusions 2/2 • what could be used from EQAVET: • methods • definitions • toolkit (in the limited extent) • glossary • European or national level? Workshop 1 Ensuring and developing high quality systems of adult learning "It is always a good time to learn” final Conference on implementing the Action Plan on Adult Learning Budapest, 7-9 March 2011

  14. Thank you for your attention 

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