11 SES 05 B, External and Internal Evaluation of Educational Effectiveness
The recent research is Part 4 “Quality of adult education and its provision” of the study 2012-2014 initiated by the Ministry of Education and Science (MOES) of Latvia “Implementation of the European agenda for adult learning” and supported by European Commission (2012-3753/001-001). The main aim of the MOES study: to promote collaboration and create a network between all stakeholders involved in adult education in order to enhance adults’ skills, competencies and raise their qualification.
Research question: What does “quality in adult education” mean for adult learners?
Purpose: research adult learners’ perceptions of quality in adult education within the government’s current policy of lifelong learning context.
Theoretical framework of this research applies the following main categories: “adult education”, “quality of adult education”, “learning outcomes approach”. Learners in adult education are socially situated, with the potential to use their experience and learning as a basis for social action and social change: "Adult education is the process by which men and women (alone, in groups, or in institutional settings) seek to improve themselves or their society by increasing their skill, knowledge, or sensitiveness; or it is any process by which individuals, groups, or institutions try to help men and women improve in these ways. The fundamental system of practice of the field, if it has one, must be discerned by probing beneath many different surface realities to identify a basic unity of process (Houle,1996,p.41). The main stream of adult education is transformed into an instrument for developing human resources of industry: “Adult education denotes the entire body of ongoing learning processes, formal or otherwise, whereby people regarded as adults by the society to which they belong develop their abilities, enrich their knowledge, and improve their technical or professional qualifications or turn them in a new direction to meet their own needs and those of their society” (UIE,1997,p.1). Adult education is frequently ignored in debates about education quality (EFA GMR, 2005). To improve the quality of adult education offer in practice and research, one must first know what quality is and how to assess quality in adult education. A framework for understanding education quality characterizes: learner characteristics dimension; contextual dimension; enabling inputs dimension; teaching and learning dimension; outcomes dimension (EFA GMR, 2005). Nowadays EFA goals focus on improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all (EFA GMR, 2013-2014). In adult education tradition, experience and critical reflection in learning is an important aspect of quality (EFA GM, 2005). The most important quality dimension in adult education is the relevance of provision to learners. Relevance means that learning in programmes must represent an effective route to, and support for, personal and social transformation – a source for improving the quality of life (UIL, 2010).Learning outcomes approach to education can be defined as meaningful (Entwistle, 2005, Nygaard, Højlt, & Hermansen, 2008, Nygaard, Holtham, Courtney, 2009) and learner-centred approach (Harden, 1999), where learning outcomes are descriptions of what a learner knows, understands or is able to do at the end of a learning process. Identification of learning outcomes is important to increase transparency, flexibility and accountability of systems and institutions; to facilitate learning and support the individual learner; and clarify the objectives and aims for learners as well as for teachers and administrators (Bjørnåvold, 2008). Majority of adults believe that the single most important factor that assures the quality of adult education is their tutor, through his/her knowledge, skills, qualifications, preparation and delivery of the course, and through her/his efforts to keep up-to-date with subject knowledge and professional development (Boshier, 2006).
- Bjørnåvold, J.( 2008). How can the EQF and national qualifications frameworks facilitate the validation of non-formal and informal learning? Workshop 2. Implementing the European Qualifications Framework Conference, Brussels 3–4 June, 2008. - Boshier, P. (2006). Perspectives of Quality in Adult Learning. London: Continuum. eBook Academic Collection (EBSCOhost), EBSCOhost (accessed January 28, 2014) - Education for All - The Quality Imperative; Education for All Global Monitoring Report – 2005. http://unesdoc.unesco.org/images/0013/001373/137333e.pdf - Entwistle, N. (2005). Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education. The Curriculum Journal, 16(1), 67–82. - Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press. - Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education. Medical Teacher, 21(1), 7–14. - Houle, C. O. (1996). The design of education (2nd ed.). San Francisco: Jossey-Bass - Illeris, K. (2004). The three dimensions of learning. Malabar, Fla: Krieger Pub. Co. - Nygaard, C., Højlt, T., & Hermansen, M. (2008). Learning-Based Curriculum Development. Higher Education, 55(1), 33–50. - Nygaard, C., Holtham, C., & Courtney, N. (2009). Learning Ourcomes – Politics, Religion or Improvement? In Nygaard et al. (Eds.), Improving Students’ Learning Outcomes. Copenhagen: Copenhagen Business School Press. - Teaching and learning: achieving quality for all; EFA global monitoring report, 2013-2014 http://unesdoc.unesco.org/images/0022/002256/225660e.pdf - UIL. 2010. Global Report on Adult Learning and Education. Hamburg, UIL. http://uil.unesco.org/fileadmin/keydocuments/AdultEducation/en/GRALE_en.pdf - UNESCO Institute for Education. Adult Education. The Hamburg Declaration and the Agenda for the Future. Hamburg: UIE, 1997. www.unesco.org/education/uie/confintea/publications.html
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.