Browse by title starting with "Q"
1. Quality Assurance in PLAR: A Guide for Institutions - Volume 2 (2007)
Authors: Shirley Amichand, Martha Ireland, Kim Orynik, Potter, Judith, Joy Van Kleef
Collection: Research Materials
This document grew out of a collaborative research project on quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education. It offers practical ideas for post-secondary institutions and individual faculty members on how they can improve PLAR quality assurance measures.
The guide includes sections on institution-wide policies; criteria for assessment procedures; PLAR process, roles and responsibilities; monitoring and evaluation; and professional development.
The authors note that the guide is not intended to be prescriptive. Rather, it provides a range of measures from which administrators and faculty can select the most appropriate strategies.
The research project also produced an annotated bibliography and a series of recommendations on the role of PLAR in postsecondary education.
Added: 2012-09-24
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2. Quality Assurance in PLAR: Annotated Bibliography – Volume 3 (2007)
Authors: Joy Van Kleef, Shirley Amichand, Martha Ireland, Kim Orynik, Judith Potter
Collection: Research Materials
This annotated bibliography is part of a collaborative research project on quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education.
It is divided into two sections. The first section presents literature on quality assurance in PLAR in Australia, Canada, England, Ireland, New Zealand, Scotland, South Africa, the Netherlands, and the United States, as well as a number of multi-national initiatives.
The second section presents literature on quality assurance in higher education and assessment in Australia, Canada, Ireland, Scotland, the Netherlands, and the United States, in addition to some multi-national initiatives.
The project also produced a report on the role of PLAR in postsecondary education and a PLAR guide for postsecondary institutions.
Added: 2012-10-02
3. Quality Assurance in PLAR: Issues and Strategies for Post-secondary Institutions – Volume 1 (2007)
Authors: Joy Van Kleef, Shirley Amichand, Marilyn Carkner, Martha Ireland, Kim Orynik, Judith Potter
Collection: Research Materials
This document is part of a collaborative research project on quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education. The research included literature reviews, interviews with quality assurance experts at the partner institutions, focus groups with adult learners, and individual interviews with internationally educated professionals who had experienced PLAR.
The value of PLAR is well documented, the authors note, but the challenge is to find ways to deliver it with quality assurance without creating an undue burden for learners and institutions.
They recommend that post-secondary institutions offer faculty members training in PLAR assessment methods as part of ongoing professional development; integrate PLAR into existing academic quality assurance mechanisms; develop PLAR-specific quality assurance policies, procedures, and strategies; and encourage vigorous discussion on an acceptable definition of PLAR in post-secondary education.
In addition to this document, the research project also produced a guide for institutions and an annotated bibliography.
Added: 2012-09-17
4. Quality Framework For Adult Literacy and Essential Skills Service Delivery (2011)
Authors: Government of New Brunswick
Collection: Research Materials
In December 2009, New Brunswick’s Department of Post-Secondary Education Training and Labour (PETL) published “Working Together for Adult Literacy: An Adult Literacy Strategy for New Brunswick,” which outlined strategic priorities in adult literacy and essential skills service delivery.
One priority identified was to ensure the quality and effectiveness of adult literacy programs. The Quality Initiative was launched by PETL’s Community Adult Learning Services (CALS) branch to explore what constitutes quality in this area. The goal was to develop a framework to guide the department and its partners in their efforts to understand, measure and improve the quality of programs and services in the province.
In this document, the authors provide a quality vision statement; explain the quality initiative process; and offer a detailed overview of the quality framework. They also discuss the next steps to be taken, including establishing a process of review and revision based on stakeholder feedback and experience with implementation.
Added: 2011-02-16
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5. Quality Program: Quality Self-Assessment Tool (2012)
Series: Working Together for Adult Literacy
Authors: Government of New Brunswick
Collection: Research Materials
This Quality Self-Assessment (QSA) Tool was developed by the Community Adult Learning Services (CALS) branch of New Brunswick’s Department of Post-Secondary Education Training and Labour (PETL). It is part of a commitment to quality assurance outlined in the province’s 2009 adult literacy strategy.
The assessment tool is organized around eight elements of program and service delivery: management; planning; resources; social inclusion and respect for diversity; human resources; delivery; partnerships; and transparency and continuous improvement. Under each element, there is a list of quality indicators, which can be rated from one to four.
The authors suggest that the quality self-assessment process should be undertaken every other year, and does not necessarily have to be undertaken all at once.
Added: 2012-12-13
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6. Quality Self-Assessment – Pilot Project Summary Report (2012)
Series: Working Together for Adult Literacy
Authors: Government of New Brunswick
Collection: Research Materials
One priority identified in the adult literacy strategy released by New Brunswick’s Department of Post-Secondary Education Training and Labour (PETL) in 2009 was to ensure the quality and effectiveness of adult literacy programs.
The department’s Community Adult Learning Services (CALS) branch launched a quality initiative with the goal of developing a framework to guide the department and its partners in their efforts to understand, measure, and improve the quality of programs and services in the province. The framework was designed to apply to all adult Literacy and Essential Skills service delivery undertaken by or on behalf of CALS, including Community Adult Learning Network (CALNet) community-based programs; CALS Workplace Essential Skills (WES) Program; Laubach Literacy New Brunswick (LLNB) one-to-one tutoring services; and La Fédération d’alphabétisation du Nouveau-Brunswick (FANB) family literacy programs.
This document outlines a pilot project designed to meet one of the goals, the undertaking of mentored quality self-assessment pilots.
Between September 2011 and March 2012, four organizations around the province tested and evaluated the Quality Self-Assessment (QSA) process and the QSA instrument, submitting monthly progress reports and producing a pilot project evaluation report.
The authors note that all the organizations agreed that the QSA process provided them with a good snapshot of their adult literacy and Essential Skills program practices, along with fresh insights on pathways for continuous improvement.
As a next step, CALS will consider the feedback and recommendations provided by the project teams and decide on the actions to be undertaken to gradually implement the QSA process for all service delivery providers in the province.
Added: 2012-12-05
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7. Quality Storytents (2006)
A Resource for Family, Early Childhood and Community Literacy Workers
Authors: Cheryl Brown, Wendell Dryden
Collection: Learning Materials
The Quality Storytent Program is a means of providing literacy access and support where these might not otherwise appear.
The document includes the following:
1- An introduction to storytent
2- The philosophy behind it
3- How to plan for one
4- How to deliver a Quality storytent
5- Special challenges
6- References and indexes.
Basically, a storytent consists of one or more canopies, blankets, ground sheets, a variety of popular books (for children and adults) such as picture books, story books, comic books, chapter books, adult fiction and non-fiction and two to three adults.
Added: 2006-03-17
8. Quebec Literacy Alliance - Literacy Training Resource Directory (1999)
Collection: Research Materials
This directory is based on the information forwarded in the report Linking Literacy Providers. The report identified the expressed training needs of the QLA membership suveyed across the province from April through June 1998. Nine training category themes were developed and explored. The directory is divided into these categories, namely: curriculum: planning, assessment and evaluation; computer technology; family literacy; general training; learning disabilities; motivation and psychology; organizational effectiveness; resources; student services.
All workshop presenters presented in the directory have completed a Workshop Information Outline for each workshop. A synopsis of the following information is included for each workshop listed in the directory: presenter's name and contact numbers; workshop title; intended audience/participants; workshop duration; general style of workshop; aims/goals of the workshop.
Funders:
Added: 2000-06-27
9. Questionnaire for Teachers of Adult Numeracy (2000)
Authors: Lisa Hagedorn
Collection: Research Materials
This questionnaire was developed for teachers of adult literacy. It includes 45 questions around the theme: "what kinds of resources would help you in your numeracy teaching?"
Funders:
Added: 2000-01-01
10. Quia (2000)
Series: CONNECT: Canada's Resource Publication on Technology & Adult Literacy
Authors: Sheri Mankal
Collection: Learning Materials
This website review from CONNECT features QUIA. QUIA enables instructors to create their own lessons or access many ready-made activities in English, French or Mathematics.
Funders:
Added: 2003-07-25
© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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