Rotterdam 15 17112001 Leonardo da Vinci Socrates Rotterdam

Rotterdam: 15 -17/11/2001

Leonardo da Vinci Socrates Rotterdam: 15 -17/11/2001

Quality of service ? Set of characteristics of an entity which generate its capacity to fulfil explicit and implicit needs Rotterdam: 15 -17/11/2001 3

Origins ? . . . from a tradition of standards Products Aim : Give customers confidence in the result of an industrial activity Organisation In Industry Aim : Give producers confidence in the reliability and feasibility of production methods Rotterdam: 15 -17/11/2001

from a tradition of standards. . . to quality assurance A true international concern Design of international standards Quality System Rotterdam: 15 -17/11/2001 ISO 9000

From Industry To Education / training A parallel development Ways and means to improve confidence in the organisation of the education / training provider ISO 9001 ISO 9004 -2 Assistance to the setting up of a quality-assured organisation ISO 10013 Ways and means to improve confidence in the capacity of the education / training provider to meet the needs of the customers Rotterdam: 15 -17/11/2001

Quality Assurance / TQM applied to language education & training ? A real debate Quality assurance or TQM can only be applied to management and organisation !!! Only ? What about contents, programmes and teaching / training materials ? ? ? Rotterdam: 15 -17/11/2001

Quality Assurance / TQM applied to language education & training ? Contents of programmes and teaching/training materials considered. . . As. . . a black box ? !? Rotterdam: 15 -17/11/2001

Quality Assurance / TQM applied to language education & training ? The aim of this Quality Guide is to turn. . . …this black box !!!! …into a tool box !!!! Rotterdam: 15 -17/11/2001

Quality Assurance / TQM applied to language education & training ? to ensure. . . Quality guide decision-makers Transparency and coherence end-users Rotterdam: 15 -17/11/2001 designers

designed to help Quality guide • assessing existing teaching / training programmes & materials • designing quality teaching / training programmes & materials • developing teacher training syllabuses and materials Rotterdam: 15 -17/11/2001

Quality guide A practical tool for • programme and materials designers • heads of studies • resource centre managers • teachers and trainers Rotterdam: 15 -17/11/2001

Monitoring quality Needs analysis Design Implementation Monitoring from the Quality principles Rotterdam: 15 -17/11/2001 Evaluation of outcomes The quality profiles

Principles of Quality Relevance Efficiency Transparency Generativeness Reliability Quality guide Participation Attractiveness Socialisation Flexibility Rotterdam: 15 -17/11/2001

Principles of Quality Relevance Learner centredness on personal or professional needs Accountability for general and educational aims Appropriateness to learning context Rotterdam: 15 -17/11/2001

Principles of Quality Transparency Clarity of aims in terms of objectives, skills, levels Clarity of achievement regarding success and weaknesses Clarity of presentation in terms of logical structure Clarity of rationale of language learning approach used Rotterdam: 15 -17/11/2001

Principles of Quality Reliability Consistency between aims and realisation Internal coherence between parts and units Methodological integrity In selection of activities Linguistic integrity of good current language usage Textual integrity according to relevant genre Factual integrity of data, examples, social behaviour Practicality of exercises and activities Rotterdam: 15 -17/11/2001

Principles of Quality Attractiveness User friendliness making access easy to the user Interactivity stimulating the learner implication Variety in the range of activities Sensitivity creating a motivating learning environment Rotterdam: 15 -17/11/2001

Principles of Quality Flexibility Individualisation catering for different learner characteristics Adaptability allowing expansion or reduction of a lesson, of an exercise. . . Rotterdam: 15 -17/11/2001

Principles of Quality Generativeness Transferability to different learning contexts Integration relating to previous knowledge Language awareness of the way the language is used Cognitive development of learning strategies and skills Rotterdam: 15 -17/11/2001

Principles of Quality Participation Involvement in the learning process Personal interest of learners taken into account Partnership through sharing responsability Rotterdam: 15 -17/11/2001

Principles of Quality Efficiency Cost effectiveness of time and resources exploited Ergonomy matching provision to requirements Rotterdam: 15 -17/11/2001

Principles of Quality Socials skills Socialisation in terms of personal growth and cooperation Intercultural awareness of own and other cultures Rotterdam: 15 -17/11/2001

Quality principle profiles Rotterdam: 15 -17/11/2001

Quality stages Profiles Rotterdam: 15 -17/11/2001

The (self) assessment tool EXAMPLE Core indicator : criteria: Suggestions : What has been done to ensure that the approach to lexical work is clear & efficient • Is vocabulary practised and activated in a transparent and systematic way ? Vocabulary exercices connected in a coherent way to the other activities Þ Systematic progression in dealing with the vocabulary Regular recycling of the vocabulary Rotterdam: 15 -17/11/2001

Leonardo da Vinci Socrates Rotterdam: 15 -17/11/2001