EAQUALS is an international non-governmental organization founded in 1991 that provides accreditation and quality assurance for language education services. It has over 100 accredited members across 27 countries. EAQUALS' mission is to develop excellence in language education and be an internationally recognized authority for quality standards. It believes in fair treatment of students, staff, and clients. EAQUALS accredits organizations based on 12 areas of assessment and 50 key criteria to guarantee high quality language education services that are transparent and benefit student learning.
Quality assurance and qualifications frameworks as tools to promote mobility and recognition: national, bilateral, regional and global experiences and opportunities. Presentation to China International Forum on Cross-border Education
Haikou, Hainan December 2016
Quality assurance in the Bologna Process (EHEA) relies on qualifications frameworks to articulate the expected end points of higher education studies. Higher education institutions and quality assurance agencies use the learning outcomes as articulated in NFQs to enter into dialogue with their stakeholders.
CT/ACE Collections Management Traineeship ProgrammeNicholas Poole
An introduction to the joint Arts Council England/Collections Trust Collections Management Traineeship Programme for employers and prospective candidates.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Christine Wihak - The challenge of non-formal learningEAEA2015
Christine Wihak, the director of the prior learning assessment and recognition centre at the Thompson University, Canada, was invited at the AVA expert seminar as key-note speaker.
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
This presentation by Professor Kathryn Moyle at Timor-Leste conference: Finding Pathways in Education. provides an overview of the Australian Council for Educational Research (ACER), insights into some of the work ACER undertakes in teacher education and information about work ACER is undertaking in Timor Leste
Quality assurance and qualifications frameworks as tools to promote mobility and recognition: national, bilateral, regional and global experiences and opportunities. Presentation to China International Forum on Cross-border Education
Haikou, Hainan December 2016
Quality assurance in the Bologna Process (EHEA) relies on qualifications frameworks to articulate the expected end points of higher education studies. Higher education institutions and quality assurance agencies use the learning outcomes as articulated in NFQs to enter into dialogue with their stakeholders.
CT/ACE Collections Management Traineeship ProgrammeNicholas Poole
An introduction to the joint Arts Council England/Collections Trust Collections Management Traineeship Programme for employers and prospective candidates.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Christine Wihak - The challenge of non-formal learningEAEA2015
Christine Wihak, the director of the prior learning assessment and recognition centre at the Thompson University, Canada, was invited at the AVA expert seminar as key-note speaker.
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
This presentation by Professor Kathryn Moyle at Timor-Leste conference: Finding Pathways in Education. provides an overview of the Australian Council for Educational Research (ACER), insights into some of the work ACER undertakes in teacher education and information about work ACER is undertaking in Timor Leste
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. The Association
• Founded in 1991
• A company registered in UK as charity
• International NGO with participatory status at the
Council of Europe (2006)
• Members in 27 countries
• Over 100 accredited members and 25
associated members/partners
• Individual membership (2011)
3. EAQUALS Mission
The mission of EAQUALS is:
• to contribute to the development of
excellence in language education
• to be the internationally recognised
authority for quality standards and quality
assurance in language education and
training.
4. EAQUALS Beliefs
• A belief in fair dealing with clients,
students and staff.
• A belief in the importance of people as
individuals: clients, students and staff.
• A belief in quality.
6. EAQUALS Purposes
• To achieve excellence through accreditation of
quality in language learning services.
• To bring together providers of language education
services.
• To seek to encourage greater awareness of
consumer rights and quality issues in language
learning.
• To assist national and international bodies to
develop accreditation schemes.
• To provide support through self assessment,
management training and consultancy.
7. EAQUALS: a Quality Forum
• Sharing expertise and knowhow
• Promoting a quality ethos in language education
• Disseminating expertise, supporting innovation
and creativity
• Assisting companies and government
organisations to define language training needs
• Putting learners in society at the heart of it
8. Areas of expertise
EAQUALS’ main areas of expertise:
• quality management:
- design of quality accreditation schemes
- inspection processes
- assessment methodology
- training and standardisation
- help with setting up schemes
• the Common European Framework of Reference
for Languages (CEFR):
- descriptors, curriculum, assessment,
- portfolio, certification
• teacher management and professional
development:
- profiling grid for teachers
- teacher competences and development framework
- teacher training and evaluation
- academic management
9. EAQUALS Activities
• Inspection and accreditation of educational
institutions and training centres
• Regular conferences, workshops on members’
special interest projects
• Participation in external projects
• Certification of CEFR levels
• Pathways to quality for institutions – advisory
services, self-help materials, training
• Participation in external projects with others
10. Consultancy and Training
• Quality Handbook (TQM-ISO 9001)
• Self-Assessment Handbook
• The EAQUALS Guide to introducing the
European Language Portfolio
• Self-Help Guides:
- Curriculum & Syllabus Design
- Managing and Appraising Staff
- Teacher Development
11. Project Participation
• Involvement in ISO standards
• European Language Portfolio and electronic ELP
• CEFR Quality Management Guide
• CEFR Policy Forum and Standardisation
• Working Party on Integration of Adult Migrants
• Quality evaluation and dissemination of on-line
teacher training (Leonardo), Quality Guidelines
(Leonardo), EPG (Leonardo), etc
12. EAQUALS Accreditation Scheme
• international
• plurilingual
• cross- sectorial
• consultative
• based on Charters: General, Course
Participants, Staff and Information
13. EAQUALS criteria and standards
• high international standards designed
specifically for language education services
• 12 main areas of assessment
• specific indicators of quality for each area
• 50 key assessment criteria:
- clear and transparent
- derived from the Charters
14. Main areas of assessment
1. Teaching
2. Academic management - curriculum, syllabuses
3. Academic management - assessment
4. Academic management - quality assurance
5. Academic resources
6. Other services to course participants
7. Staff contracts, terms & conditions
8. Staff qualifications, experience and training
9. Internal communications
10. Information
11. Premises
12. Management and administration
15. Guarantees for clients
• Legal requirements, reliability and
truthfulness: compliance with local regulations
and all EAQUALS standards.
• Clear, accurate and complete information
about the courses and services offered.
• Well planned and enjoyable teaching and
learning opportunities.
• Quality standards that are specific to
language education
16. Guarantees for clients
• There is systematic needs analysis – learners’
priorities for use of the language are
established.
• Courses are related to the levels of the Common
European Framework of Reference.
• Teachers are qualified in foreign language
teaching, and the performance of teachers is
monitored through regular observation.
• Course participants’ progress is regularly
checked.
• There is effective reporting and feedback.
17. Benefits of membership
• Raised standards – through recommendations
• Exclusive accreditation with international
recognition
• Specialised training at conferences and
workshops
• Networking, with opportunities to form
partnerships
• CEFR expertise - support in implementing
CEFR curriculum and certificating CEFR level
• Lobbying - to official bodies
