Final Workshop Questions Toolkit_phase2 - 001

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Project Number: 134388-2007-GRUNTVIG-GMP

QUALITY ASSURANCE NETWORK FOR ADULTLEARNING CENTRES

Work Package Wp 6: Piloting activities-QUALC Process

Document Title Tool-kit. Phase2: Benchmarking learning and self-assessment organisations

Date: May 2009

Document type:

TOOLKIT DOCUMENTS:1. Self-Assessment Matrix Tool2. Self-Assessment Report3. Improvement Plan

Version: 2.0

Editor: Scienter (Mariarosa Di Nubila) and RISE (LynWaddington)

Contributors QUALC ConsortiumLegal notice: The content of this document does not necessarily reflect the view or legislationof the European Commission. Neither the European Commission nor the project partners orany person acting on behalf of the Commission is responsible for the use that might be madeof the information in this document.


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Piloting Activities WP6Tool-kit Benchmarking Learning

and Self-assessment Organisations (phase 2)

TABLE OF CONTENTS

TABLE OF CONTENTS ........................................................................................ 2

1.INTRODUCTION ........................................................................................ 6

2.QUALC QUALITY CRITERIA MATRIX -OVERVIEW ....................... 7

3.QUALC SELFASSESSMENT MATRIX TOOL DETAILS ............... 8

LEARNERS..........................................................................................................8

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ORGANISATION ................................................................................................10

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COMMUNITY ....................................................................................................14

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4.IMPROVEMENT PLAN ............................................................................ 15

LEARNERS........................................................................................................15

ORGANISATION ................................................................................................17

COMMUNITY ....................................................................................................19

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1.

INTRODUCTION

This self-evaluation process is designed to help the Adult LearningOrganisations (ALOs) management gain a clearer understanding of its strategicposition by assessing: its strengths and weaknesses, constraints and opportunities its ambition its resources.

The process is also designed to lead the institution to judge the overalleffectiveness of its own processes of quality assurance. This phase is intendedto be reflective rather than promotional, and analytical as well as descriptive

During the eligibility briefing, the organisation will have been advised on howto initiate the Self-Assessment (SA) process. The aim of this advice was toensure that the ALOs management understands what is expected and how best

to proceed.

The self-assessment process has a two-fold purpose: To help the ALC to identify and reflect on strategies and actions that will

help to improve their performance in promoting, supporting, developing,implementing, monitoring and assessing quality of their informal andnon-formal .

To develop an Improvement Plan

The Self Assessment process is facilitated by the use of QUALCs uniquequality criteria, found in the matrix overleaf, which incorporates the perspectiveof learners, the organisations and the community into the processes of qualityassurance.

Once the ALO has completed the QUALC Quality Criteria Matrix, it can beused as the basis for developing the organisations Self Assessment Report &and Improvement Plan.

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Title of WPTitle of report

2.QUALC QUALITY CRITERIA MATRIX -OVERVIEW

LEARNING CONTEXT LEARNING RESOURCESLEARNERS Openness and Responsiveness

to the Needs of the Learner Progression of Individual

Learning

Valuing the Learner as a ResourceFlexibility of Learning Pathways

Q

ORGANISATION Commitment to Innovation Strategy & Vision

Effective Tools for the Access &Usage of Resources

Competent Tutors/Centre Staff Supportive Learning Environment

D T D I

MCOMMUNITY Openness and Responsiveness

to Community Demands Different Stakeholders in the

Community act as a Resource forLearning

In

Question Areas forConferenceWorkshop


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3.QUALC SELFASSESSMENT MATRIX TOOL DETAILS

LEARNERS

AREA CRITERIA SUB- CRITERIALEARNING CONTEXT Openness and Responsiveness

to the Needs of the Learner Learning is based on the needs and requirements of the individualearner.

Learners have a voice in determining the learning objectives.

Learners can influence the learning content.

Learners have access to a range of teaching and learning methods

Progression of IndividualLearning

The ALC encourages the learner to continue learning(independently whether the learning is non-formal, informal orformal).The ALC encourages the learner to reflect upon the impact of thelearning (e.g. on individual, group, family or community level).

LEARNING RESOURCES Valuing the Learner as aResource

The organisation takes into account the background and priorknowledge and experiences of the learner.

Systems are in place to foster peer learning and peer supportmechanisms.The organisation offers different teaching styles and methods.

Flexibility of Learning The ACL implements processes that offer the learner individual

Question Area 1

Question Area 2


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AREA CRITERIA SUB- CRITERIAPathways learning/training paths.

The ACL offers flexible entry and exit points to the

learning/training paths.LEARNING PROCESSES Quality of the Learning

ProvisionSystems are in place to recognise achievement and progress ininformal and non-formal learning activities.

An evaluation system exists to measure the extent to which thelearning provision meets the objectives of the learner.

The ALC has procedures in place to recognise prior learning.

The adult learner is provided with a supportive and flexible learnenvironment.

There is the opportunity to progress to accredited learning where

appropriate.

Question Area 3


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O RGANISATION

AREA CRITERIA SUB- CRITERIALEARNING CONTEXT Commitment to Innovation The ALC promotes innovation, willing to engage with new teach

and learning activities

The learning provision is led by demand.

The ALC is committed to use Information and CommunicationTechnologies (ICT).

The ALC is an active member of one or more networks - local,regional, national.

Strategy & Vision The ALC focuses on supporting learning rather than just on ateaching mission.The values considered important to the organisation are sharedamongst all staff members.

The ALC strategy is orientated towards stakeholder and learnersatisfaction.

The ALC supports learners in both job-related and non-job-relatelearning needs and ambitions.

The ALC is implementing support, delivery and assessmentprocedures that help learners to integrate, informal, non-formal anformal approaches to learning.

Procedures are in place to develop medium and long-termpartnerships with other learning and/or training providers.

The ALC involves stakeholders in the process of defining theinstitutional strategy and its quality approach.


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AREA CRITERIA SUB- CRITERIAThe ALC assesses the learning demand in the community regular

Coherence between the mission of the ALC and the community iwhich the ALC operates is periodically checked.

The ALC has a specific mission to serve the needs of Small andMedium Enterprises/Organisations (SMEs/SMOs)

Strategy & Vision (cont.) The ALC takes the opinions of staff and adult learners intoconsideration with regard to its strategic development.

Measures to support values such as collaboration, accessibility,social inclusion, socio-cultural diversity are in place.

LEARNING RESOURCES Effective Tools for the Access &Usage of Resources

Systems are in place to enable regular evaluation of the quality oflearning resources by both the institution and its learners.

Materials/resources considered ineffective by the institution and/its learners are reviewed and amended

Mechanisms are in place to encourage learner involvement incontent development.

Mechanisms to support learners in selecting appropriate Internetresources are in place.

A diverse range of resources is available to accommodate individlearning styles.

A range of materials that addresses different learning methods anstrategies are available to staff and learners.

Clarity of both language and content of the learning materials ismonitored.

Organisation is committed to environmental sustainability and haan eco-code system for environmental management


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AREA CRITERIA SUB- CRITERIAWhere third party delivery of learning is involved, a documentedsystem for assessing the suitability of the provision is in place.

The process for selecting and amending content is open andtransparent

The ALC makes a financial and administrative commitment toensure an effective learning environment.

Competent Tutors/CentreStaff

The ALC support all staff involved in non-formal, informal andformal learning to reach the appropriate level of expertise.

A system is in place that recognises and records both the experienand academic qualifications of staff.

Supportive LearningEnvironment

The ALC offers attractive and supportive learning spaces for stafand learners, both physical and virtual.

Services aimed at informing, motivating, encouraging, andsupporting learners are in place.

Strategies that enable progression between different learning leve(e.g. modular approaches, credit-based Award, EuropeanQualification Framework, Accreditation of Prior and ExperientiaLearning [APEL]) are in place.A system to support and enhance interaction, sharing andcollaboration between learners is in place.

LEARNING PROCESSES Documented Processes Learners and staff agree and document individual plan for eachlearner.

Mechanisms are in place to monitor the ongoing needs of learnerduring the learning experience.

A system to track and collect statistical data on the progress oflearners is in place.


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AREA CRITERIA SUB- CRITERIAFeedback from learners is utilised to improve the strategy andoperations of the organisation and to inform curriculum planning

Transparent Methods Systems to assess the effective use of the organisations resourcewithin teaching and learning are in place.

Systems to assess learner satisfaction with the organisationsservices are in place.

Learners and stakeholders have access to the organisations policand strategies.

Effective financial procedures are in place.

Transparent Methods(cont.)

Any data collected should inform the ALCs decision makingprocesses and be reflected in identifying improvement plans whic

are SMART (Specific Measurable Achievable Realistic Targets) The ALC encourages learners to reflect on and evaluate their ownlearning.

Documented Results The results of learning activities are clearly communicated tolearners and staff.

Processes that compare the learning outcomes against the learninobjectives are in place.

Different methods of assessing learning outcome are used.

Intellectual Property Rights

(IPR) Management

Copyrights and Intellectual Property Rights (IPR) procedures are

place.When teaching staff, learners and other stakeholders contribute tothe design of learning resources; procedures for recognising theircontribution are in place.Any use of software and applications takes into account the IPR o


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AREA CRITERIA SUB- CRITERIAthe authors and/or any other licensing agreements

Quality improvement The ALC operates a formal review and quality improvement

process.

COMMUNITY

AREA CRITERIA SUB- CRITERIALEARNING CONTEXT Openness and

Responsiveness toCommunity Demands

The needs of local, regional and national communities are taken iaccount by the ACL when deciding learning provision andactivities.Relevant data about the uptake and nature of learning activities aavailable to the local and regional community.Formal structures are in place to enable communication between ALC and local, regional and national community groups, and othstakeholders.

LEARNING RESOURCES Different Stakeholders inthe Community act as aResource for Learning

The ALC has a mechanism for identifying and engaging potentiastakeholders from the community in various learning initiatives.

The community has the opportunity to be represented at policy lewithin the ALC and to interact with the ALC.

LEARNING PROCESSES Impact on local, regionaland national Community

A system is established for collecting data on the impact of ALCactivities on local, regional and national community developmen


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4.IMPROVEMENT PLAN

1. Please complete the following template based on the completion of the Self-Assessment MImprovement Plan will reflect the ALOs analysis of the strengths and weakness for the Learners, OCommunity.

LEARNERS

LEARNING CONTEXT:Criteria Strength W1. Openness and

responsiveness to theneeds of the learner

2. Progression ofindividual learning

Learning Resource:Criteria Strength W

1. Valuing thelearner as a resource2. Flexibility of

learning pathways


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Learning Process:Criteria Strength W

Quality of the learningprovision


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O RGANISATION

Learning Context:Criteria Strength W

1. Commitment toinnovation

2. Strategy & vision

Learning Resource:Criteria Strength W

1. Effective tools forthe access & usage ofresources

2. Competenttutors/centre staff

3. Supportivelearning environment


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Learning Process:Criteria Strength W

1. Documentedprocess

2. Transparentmethods

3. Documentedresults

4. Intellectualproperty rights(IPR)Management

5. Qualityimprovement


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COMMUNITY

Learning Context Criteria Strength W

1. Openness &responsiveness tocommunity demands

Learning ResourcesCriteria Strength W

1. Different

stakeholders in thecommunity act as aresource for learning

Learning ProcessCriteria Strength W

1. Impact on local,regional and nationalcommunity


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2. Please identify what actions are required to improve the quality of learning to meet with stakeholder

Actions Likely impact on:Learners

Organisation

Community


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3. Identify and specify support and resources for improving action.


Organisation

Community


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4. Proposed solution: timescales and actions.


Organisation

Community


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5. Identify how progress will be monitored and feedback into organisations strategic planning.


Organisation

Community


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Please complete all sections of the QUALC documents and send them byemail to:

1. Formal Submission to enterQUALC process:

The QUALC Office: For the attention of: Ms. Mariarosa Di Nubilamdinubila@s cienter.org

2. For QUALC piloting activities: For the attention of :

[email protected]

Final Workshop Questions Toolkit_phase2 - 001

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