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Quality assurance system of Adult
Education curricula at Tallinn University
Institution:
Tallinn University
Contact: Larissa Jõgi, Kristiina
Krabi, Katrin Karu, Marin Gross, Tiina Jääger
Objectives: The poster presentation is based on the analysis of
curricula and study processes at Tallinn University and describes a
quality assurance system.
The poster presents a quality assurance system presented as scheme which
consists of four parts – data collecting, analysis and evaluation of
data and self-analysis, presentation of strenghts and development areas
and planning of change.
Description: The Republic of Estonia has reached a stage of
development where experts who have good orientation in the problems of
lifelong learning and adult education are required who are adequately
prepared for supporting and guiding adult learning, directing and
developing educational processes in different sectors of education
(formal, non-formal and informal education) and public, private and
third sector organisations.
The content and realisation of the curricula Adult Education and study
processes are constantly being assessed, the main task in quality
assessment is to concentrate on improving the curriculum and the study
process. Assuring the quality of Adult Education curricula on Bachelor's
and Master's studies level is based on the transformative model of
quality assurance (Harvey & Knight 2004), which focuses on the student,
on valuing the students' experience, supporting the students in their
academic and professional development, including all sides involved with
the curricula into the assessment, analysis and the improvement process.
Quality assurance system of Bachelor's and Master's curricula Adult
Education (3+2) follow the standpoint while determining academic quality
according to which different parties have different roles, in order to
reach a high academic level. The academic staffs’ and students' level of
achievements depends on the organisation of studies, curricula and
environment and the level of fulfilling the aforementioned goals and
requirements, but also on the transparency of managerial decisions and
systematics in the entire university and in faculties.
The main prerequisite of reaching a high quality level is the presence
of a quality culture that is based on self-analysis. The quality culture
in turn requires previous agreements on goals and quality requirements
of various fields. It is possible to distinguish four levels of academic
quality:
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Quality as the incessant improvement or the presence of
high academic quality culture (level of vision)
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Quality as the conformity with objectives or the defining
of objectives in various areas and striving towards the aforementioned
(level of objectives)
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Quality as the conformity with requirements, or the
defining of formal academic requirements of quality, which is obligatory
and can be monitored (level of requirements)
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Quality as the satisfaction of different parties.
Methods of quality assessment consist of analysis of the curriculum;
analysis of teaching and organisation of studies; analysis of graduation
paper grading; feedback from students; feedback from teaching staff;
feedback from assistant staff; feedback from employers; feedback from
the alumni; analysis of alumni employment; analysis of academic
achievement, workload and progress
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