Reported by Marija Pejatović
The third Interational Andragogical Symposium ‘Quality Assurance in Adult Education’ was held in hotel Kolovare, Zadar, Croatia, on 28 and 29 May, 2015. On invitation by the Society for Adult Education, Marija Pejatovic was YALS representative.
At the openning, the platform for adullt learning EPALE, (additional information on https://ec.europa.eu/epale/en), which represents a possibility for networking and exchange for institutions involved in adult learning, was presented.
After that Roisin Sweeney presented QQI, Quality and Qualifications Ireland from the beginning until today. Next was the model used in the Czech Republic. The model was presented by Erika Konupchikova from AIVD CHR. In this model there are five levels and institutions, depending on the standards fulfilled, are given one to five stars.
The next was Ruth Jermann from Swiss Federation for adult education and their EduQua, sign of quality in adult education. In this model, the main focus is on the trainer (SVEB). This is the model on whose implementaion the Society is actively working on in Serbia.
The next presenter was from Slovenia, Andrej Stotosek from the Slovenian Andragogical Centre and their model of self-evaluation called POKI (Offer Adults Quality Education). They developed external evaluation and established the Green Quality Sign by which institutions prove quality when applying for open calls. The details can be seen on their website www.acs.si.
The last presenter, on the first day of the symposium, was Susan Sheerin, from Eaquals who showed what quality in language schools is and how Eaquals controls it.
On the second day of the Conference, first we had the opportunity to listen to Berisav Bezanovic from the Section for Foreign Languages within the Croatian Chamber of Commerce. He briefly presented the sign Croation Quality established in Croatia.
After that I joined the workshop led by Mr Bezanovic and Valnea Bressan, Eaquals inspector. During the workshops we tested three self-evaluation tables: for teachers, directors of studies and school managers. The joint conclusion was that these self-evaluation models, although developed for language schools, can easily be adapted for all adult education programmes. Tables and other documents can be seen on their website www.zajednicazsj.org.
As we have assumed, in Europe and the surrounding countries a lot has been done about programme accreditation in order to improve the quality of informal education.