Inherent contradictions in managing quality of adult education: A qualitative analysis ... - 1 views
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These and many other policy documents indicate that the management ofquality in education is a commonly accepted principle in Europe but at thesame time a careful reading of these and particularly, of relevant nationalreports brings to light a lot of disparate arguments which are offered forsupporting the development of quality assurance standards, systems andagencies
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many aspects of qualitymanagement in education are confusing and undermine relevant efforts andpolicies
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his paper presents the main conclusions drawn froma qualitative analysis of documents reporting on policies and quality systemsdeveloped and applied in many European countries
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The purpose of the analysis was to single out any similarities and especiallydifferences, characterising the concepts and approaches to quality of adulteducation in Europe and then to trace the emergence of common policyprinciples, if any, concerning the control and assurance of that quality
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differentmethods, tools and instruments used for the evaluation and control ofquality in adult education and training
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most current publications reporting in the most integrated way on the stateof the art in each country was selected.
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impossibility of establishing universal quality standards and uniformlyapplicable quality assurance procedures, which are functional andeffective
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SO defines quality explicitly, asthe “totality of characteristics of an entity that bears on its ability tosatisfy stated and implied needs”
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For thesereasons the adult education sector has started to develop their ownmodels which fulfil their needs in a better way
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negative impacts on the development of systems for management of aspects of quality in adult education
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“Europe has the most varied quality assurance practices by country, adultlearning sector and provider. However, diversity is not always anadvantage
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priority is given to the students andto the results of their participation in educational activities
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related either to content, methods, mediaand conditions of educational activities as well as to the efficiency ofteachers or to the effectiveness of educational provisions offered to particularadult populations or social groups.
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Our analysis of documents reporting on quality of adult education revealedefforts, and therefore needs, to develop and apply quality managementsystems at three different levels, individually or jointly