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Mapping Quality Assurance Indicators for Non-Formal Adult Learning. Getting Skills Right

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Title: Mapping Quality Assurance Indicators for Non-Formal Adult Learning. Getting Skills Right
Language: English
Authors: Organisation for Economic Cooperation and Development (OECD) (France)
Source: OECD Publishing. 2024.
Availability: OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Peer Reviewed: N
Page Count: 55
Publication Date: 2024
Sponsoring Agency: European Union (EU) (Belgium)
Document Type: Reports - Research
Education Level: Adult Education
Descriptors: Adult Education, Quality Assurance, Nonformal Education, Foreign Countries, Educational Assessment, Vocational Education, Vocational Education Teachers, Evaluation Criteria, Instructional Development, Curriculum Implementation, Training Objectives, Program Evaluation, Program Improvement
Geographic Terms: European Union
DOI: 10.1787/1ce40dfa-en
ISSN: 2520-6117
2520-6125
Abstract: This report analyses twelve quality assurance systems that cover non-formal adult learning to identify the quality areas and criteria typically included in these systems, as well as the evidence that training providers can submit to prove compliance with them. The different quality areas, criteria and indicators are analysed and structured in the report using the four phases of the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET): planning, implementation, evaluation and review. The review finds that, given their direct impact on training provision, the most common indicators in the systems reviewed refer to the design of the training programme (planning phase) and to the staff working at the training provider (implementation phase). In addition, the quality assurance systems analysed generally require gathering feedback from relevant actors involved in the training process, such as trainers and trainees (evaluation phase), and to develop an improvement plan (review phase). The goal of this analysis is to support institutions from countries not covered in the report in developing new quality assurance frameworks by providing guidance on the most relevant areas for non-formal learning quality assurance, as well as examples of how to define the systems' indicators.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED662950
Database: ERIC
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  Data: Mapping Quality Assurance Indicators for Non-Formal Adult Learning. Getting Skills Right
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  Data: OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
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  Data: <searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+Assurance%22">Quality Assurance</searchLink><br /><searchLink fieldCode="DE" term="%22Nonformal+Education%22">Nonformal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education+Teachers%22">Vocational Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Objectives%22">Training Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink>
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  Data: This report analyses twelve quality assurance systems that cover non-formal adult learning to identify the quality areas and criteria typically included in these systems, as well as the evidence that training providers can submit to prove compliance with them. The different quality areas, criteria and indicators are analysed and structured in the report using the four phases of the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET): planning, implementation, evaluation and review. The review finds that, given their direct impact on training provision, the most common indicators in the systems reviewed refer to the design of the training programme (planning phase) and to the staff working at the training provider (implementation phase). In addition, the quality assurance systems analysed generally require gathering feedback from relevant actors involved in the training process, such as trainers and trainees (evaluation phase), and to develop an improvement plan (review phase). The goal of this analysis is to support institutions from countries not covered in the report in developing new quality assurance frameworks by providing guidance on the most relevant areas for non-formal learning quality assurance, as well as examples of how to define the systems' indicators.
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      – SubjectFull: Quality Assurance
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      – SubjectFull: Nonformal Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Training Objectives
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