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
Mapping Quality Assurance Indicators for Non-formal Adult Learning
Abstract
Executive Summary
Participating in continuing vocational education and training (CVET) allows adults to stay relevant in the labour market, by updating their skills or acquiring new ones. With these new skills adults can perform better in their job with better career prospect, find better quality jobs if they wish, and experience increased employability with a higher sense of self-fulfilment. However, for these potential results to be attained, adult learning must be of high quality.
Formal adult education and training is generally subject to Quality Assurance (QA) activities, which, in the case of VET and within the European Union, are usually aligned with the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET). In contrast, this is not the case for non-formal adult learning, which is often not subject to any QA framework.
This report analyses 12 QA systems that cover non-formal adult learning and that use a variety of quality assurance instruments. The quality assurance frameworks reviewed include Ö-Cert and Cert NÖ (Austria), Qualiopi (France), the European Quality Mark (Iceland), Quality and Qualifications Ireland (Ireland), Label de Qualité (Luxembourg), the General Directorate for Employment and Industrial Relations (Portugal), the Offering Quality Education to Adults model (Slovenia), EduQua (Switzerland), the NRTO Quality Label (the Netherlands) and the ISO quality labels 21001 and 9001. The report is based on new evidence gathered through interviews with international experts throughout European Union countries and institutions and on desk research.
The goal of the report is 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 quality areas and criteria from all systems reviewed are analysed and structured using the four phases of the EQAVET framework and their respective indicative descriptors. These are: planning, implementation, evaluation and review. Each chapter of the report analyses the quality areas, related criteria and potential evidence linked to a given phase in the EQAVET cycle.
In the planning phase, institutions set up clear, appropriate and measurable objectives, which support the development and quality improvement of training providers and the training system. This phase includes criteria on leadership and management, such as general organisation management criteria, on designing training programmes, covering criteria like identifying training needs, and on the learning infrastructure and environment.
The second phase in the EQAVET quality assurance cycle is the implementation phase. In this phase, training providers set up procedures to ensure the achievement of the objectives defined in the planning phase. Quality areas related to this phase include criteria on the training provider’s staff; on implementing the training programme designed in the planning phase; and on offering guidance and information to trainees and other stakeholders.
In the evaluation phase, training providers or the relevant QA institutions assess the training provided and the system’s performance using data collected on the processes and outcomes of their services. This phase ensures the effectiveness and relevance of the training provided and allows to identify areas for improvement. Criteria linked to the evaluation phase refer to gathering feedback from different stakeholders, collecting data and information on specific indicators, specifying an evaluation method and consolidating and evaluating data.
Finally, the last phase of the EQAVET quality cycle is the review phase. This phase ensures the continuous improvement of providers and the consideration of feedback by guiding providers on using the results of the evaluation phase to develop strategies for improvement. The quality criteria related to the review phase are the dissemination of the evaluation results, the implementation of review procedures, the development of an improvement plan and the involvement of stakeholders in the review phase. Once the review phase is completed, the quality cycle starts again.
The review finds that, given their direct impact on training provision, the most common indicators in the QA systems reviewed refer to the design of the training programme (planning phase) and to the staff working at the training provider (implementation phase). Indicators in other areas, such as the training provider’s equipment or whether the training provider provides support and guidance to its trainees, are also common, but not as widespread.
In addition, QA systems analysed generally require gathering feedback from relevant actors involved in the training process (evaluation phase), such as trainers and trainees, and to develop an improvement plan (review phase), which may even identify specific activities, responsibilities and follow-up actions. These indicators guarantee that training providers close the quality cycle, leading to a continuous improvement in training delivery.