Abstract
This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.
Original language | English |
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Title of host publication | From Pedagogy to Quality Assurance in Education |
Subtitle of host publication | An International Perspective |
Place of Publication | Leeds |
Publisher | Emerald Group Publishing Ltd. |
Pages | 155-174 |
Number of pages | 20 |
ISBN (Electronic) | 9781838671068 |
ISBN (Print) | 9781838671075 |
DOIs | |
Publication status | Published - 1 Jan 2020 |
Keywords*
- Adult education
- adult learner needs
- adult learning
- humanistic approach
- lifelong learning
- quality assurance
Field of Science*
- 5.3 Educational sciences
Publication Type*
- 3.1. Articles or chapters in proceedings/scientific books indexed in Web of Science and/or Scopus database