This chapter will analyze the current situation and perceptions of quality assurance in adult education in Latvia. In the Latvian context quality assurance in adult education is a challenge. A recent study conducted in Latvia indicates that quality assurance in adult education should have a formative character in order to facilitate targeted benefits for adult learners (Maslo, 2017; Pata, Maslo&Paulius, 2017), whereas in practice adult education in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles (Knowles, 1968, 1970, 1984; Rogers, 2012; Jarvis, 1995, 2004, 2012; Schneider, Pierson&Bugental, 2014; Hase&Kenyon, 2000; Canning, 2010; Blaschke, 2012; Koke, 1999, 2012; Koke, Muraskovska, 2007; Liegeniece, 2002; Marzano, Lubkina, Usca,  2014, 2015; Maslo et.al, 2013, 2014; etc.) which emphasize learner-centred education that is especially significant in contributing to adult learners’ personal development. The aim of the chapter is to research opportunities of improving the quality assurance process in adult education in Latvia in order to increase personal benefits for an individual. The authors will conduct a content analysis of scholarly papers, monographs, scientific reports of researches on quality assurance in adult education conducted in Latvia in the 21st century. Next, the authors will carry out a comparative analysis of cognitions derived from the theory analyzed, their application in national and country reports and implementation in practice. Preliminary results reveal a contradiction between theoretical concepts applied to adult education in Latvia which are in line with human pedagogy and the implementation of the quality assurance process in practice. The chapter will contribute to the overall understanding of the terminology used in adult education in the country which in many cases bears a different meaning compared to other countries, will analyze the prevailing concepts and will elaborate definite conclusions for quality assurance improvements based on humanistic pedagogy principles.  

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71. Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of further and Higher Education, 34(1), 59-71. Hase, S., & Kenyon, C. (Eds.). (2013). Self-determined learning: Heutagogy in action. A&C Black. Jarvis, P. (1995). Adult and continuing education: Theory and practice. Psychology Press. Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. Routledge. Jarvis, P. (2012). Adult learning in the social context. Routledge. Knowles, M. S. (1968). Andragogy, not pedagogy. Adult leadership, 16(10), 350-352. Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. Oxford, England: Association Press. Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey Bass Koķe, T. (1999). Pieaugušo izglītības attīstība: raksturīgākās iezīmes. Rīga: Mācību apgāds NT, 102. Koķe, T. (2012). Mūžizglītība–autonoms ceļojums kopīgā laikā un telpā. No: Pieaugušo izglītība. Rakstu krājums. Sast. K. Mārtinsone. Rīga: RaKa, 7, 18. Koķe, T., & Muraškovska, I. (2007). Latvija ceļā uz zināšanu sabiedrību: izpratne un izaicinājumi. Izglītība zināšanu sabiedrības attīstībai Latvijā, 121-142. Lieģeniece, D. (2002). Ievads andragoģijā jeb mācīšanās „būt” pieaugušo vecumā. Rīga: RaKa, 25, 40. Marzano, G., Lubkina, V., & Usca, S. (2014). Developing practices for adult educators’ evaluation. In Proceedings of The International Scientific Conference (Vol. 2, pp. 162-171). Marzano, G., Lubkina, V., Usca, S., & Pigozne, T. (2015). Trends and Issues in Adult Education Evaluation: The Latvia Case. US-China Education Review, 5(8), 503-515. Maslo I., McGinley V.A. (2017). Towards on Effective Governance Quality of Adult learning System in Latvia. Challenges for High Quality of Adult Education : International Scientific Conference : Conference Proceedings Rīga, 2017 P.150-159. Maslo, I., Quezada-Reyes, Z., Zuzeviciute V., Birzina, R., Surikova, S. (2013) Early School Leavers’ Engagment in Learning and Quality of Second Chance Education. (ECER2013) Pata K., Maslo I., Paulius G. (2017). Part II: Country-specific review: Estonia, Latvia and Lithuania. p.108-114 // Broad Research on Adult Education in the EU. Eds. Natasha Kersh, Hanna Toiviainen; University of Tampere, Finland (Tampere, 2017). P.61-114. http://www.uta.fi/edu/en/transit/index/D2.1.Report.30.6.2017.pdf Rogers, C. (2012). Client Centred Therapy (New Ed). Hachette UK. Schneider, K. J., Pierson, J. F., & Bugental, J. F. (Eds.). (2014). The handbook of humanistic psychology: Theory, research, and practice. Sage Publications.