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Quality definitions and structural quality indicators in adult education
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QUALITY DEFINITIONS AND STRUCTURAL QUALITY INDICATORS IN ADULT EDUCATION
Tanja Možina, 2014
Publisher and place of publishing: Sodobna pedagogika, Ljubljana
Type of publication: article
In the article, the thesis is discussed that quality can be defined and assessed only in its relative aspect and that the definitions of quality in education have the basis in the interests and values. This also applies to the various lists of quality indicators in education. The inclusion of the concept of interest groups and the relational and dynamic processes of defining quality becomes important for the contemporary epistemological quality theories. This will enable various interest groups to get their voice in the discussion about what education we wish and to realize their legitimate interests. But the normative thesis of the legitimacy of interests really does not guarantee that these legitimate interests of a certain interest group will be realized. Namely, this depends on the fact if a certain group has enough power in a society. These processes also include an ethical-political dimension. The conceptual framework of the collection of quality indicators for the field of adult education, the structure of quality fields and examples of developed quality indicators, quality standards and quality measures are presented in the article. A reflection is made on promoting the development of educational institutions for adults as inclusive multicultural communities, in which respect the rights and interests of groups who have less social power and their active participation in quality issues are becoming important indicators of the quality of their performance.
Publication is available at: http://kakovost.acs.si/doc/N-1100-1.pdf
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