It can be difficult to assess the quality of the activity of schoolsand other educational institutions where the real results, thelearning outcomes, are created through the cooperation withthe participants: that is those who are to reap the benefits.The activity of an educational institution focuses on theparticipants acquiring learning. It involves that people whoparticipate in events that are organised by the institutionwho know, understand and are able to do something afterthe events that they didn’t know and couldn’t do before,or that they know and are able to do better than before.Without active participants, the outcome will obviously bepoor. Consequently, the cooperation of the employees of theeducational institutions and the participants is crucial for thelearning outcomes, including the quality of the education. Itis of little use if the facilities satisfy all quality requirements,every procedure is precise, documented and transparent butthe participants do not learn. Now that ...
read more ...It can be difficult to assess the quality of the activity of schoolsand other educational institutions where the real results, thelearning outcomes, are created through the cooperation withthe participants: that is those who are to reap the benefits.The activity of an educational institution focuses on theparticipants acquiring learning. It involves that people whoparticipate in events that are organised by the institutionwho know, understand and are able to do something afterthe events that they didn’t know and couldn’t do before,or that they know and are able to do better than before.Without active participants, the outcome will obviously bepoor. Consequently, the cooperation of the employees of theeducational institutions and the participants is crucial for thelearning outcomes, including the quality of the education. Itis of little use if the facilities satisfy all quality requirements,every procedure is precise, documented and transparent butthe participants do not learn. Now that many educationalinstitution involved in adult education in Iceland have qualityassurance, it is pertinent to ask what influence the qualityassurance, and especially the work put into acquiring theassurance, had on their activities.The article describes the findings of a survey that studentsof the study line “Adult Education” at the Universityof Iceland conducted during the spring term 2014. Theyinterviewed eight teachers and programme managers atthree continuous education centres regarding their attitudestowards the results of the work that the centres put intoacquiring the quality assurance and its effect on the studies,teaching and other services of the centres. These findings arediscussed with regard to the ideas of other scholars concerningstudent participation in creating educational quality
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