NVL
Dear Reader!
It is easy to see that quality in adult education is a high priority in the Nordic countries. To us it is self-evident that adult education must maintain a high standard. Quality assurance comes in a variety of guises, ranging from assessment based mainly on course questionnaires to more elaborate systems seeking to evaluate the effects of education on, for instance, actual competence (reell kompetens).
The articles in this issue of DialogWeb focus on different aspects of quality in both formal and non-formal education.
This issue’s Finnish article describes quality assessment in a company that has received a quality award from the education authorities for its apprenticeship training programme.
The Icelandic article tells us about a relatively simple assessment tool for non-formal education which nevertheless manages to cover several different aspects of quality.
Another article describes how Swedish post-secondary vocational education and training programmes and their quality assessment systems are designed simultaneously. This month’s contribution from the Åland islands lists examples of how quality thinking – in terms of pedagogic support – can be incorporated into an Internet-based upper secondary education programme for adults who need both formal and actual competence for higher education.
Read and be inspired!
Inger Eriksson
E-post: Inger.Eriksson(ät)living.ax