11 SES 14 A, Quality Assurance in Adult Education in Latvia
Panel Session - 2 Book Chapters
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.
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
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