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

• Rob Mark,
• School of Education, Queens University Belfast,
  Northern Ireland
• 32nd EUCEN Symposium and Project Forum
• Université Pierre et Marie Curie, Paris, 16-18
  November 2006

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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

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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)

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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?)

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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 )

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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

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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.

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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

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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).

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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_at_iol.ie
• Belgium Lire et Ecrire, Bruxelles, Belgium
• Belgium Collective Alpha, Bruxelles
• Northern Ireland ,UK Institute of Lifelong
  Learning, Queens University Belfast
  r.d.mark_at_qub.ac.uk

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Literacy, Participation Quality
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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.

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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.

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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

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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

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Quality areas and statements of quality

• Resources
• Management
• Teaching learning
• Progression
• Outreach and promotion

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Sample Quality StatementsProgramme 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

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ABE Quality Framework A process for
implementation
Practice
Quality Statements
Programme Improvement
Guiding Principles Evaluation Criteria
Performance Indicators
Analysis
Measures
Data
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Reflection in Experiential Learning
Concrete Experiencing of an Experience
Active Experimentation
Reflective Observation
Abstract Conceptualising
The Experiential Learning Cycle Kolb, 1984
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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

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Problems involving learners

• lack of understanding of the framework
• intimidating for some learners
• slowed the process down

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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

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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

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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

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Conclusions Limitations

• Framework is not complete
• time-consuming
• Need for training and support
• Need for input of resources

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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 everyones concern
• imaginative and innovative ways of measuring
  quality can result from team-work
• the evolving nature of quality is recognised

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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)

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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/2002013116
  4824.html

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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 pros and cons of top down versus
  bottom up approaches to nurturing quality?