The concept of quality is an important feature of life in present day society and therefore also in adult education. Our course participants are well aware of their right to obtain the best quality teaching. In turn, this has stimulated the development of methods of assessing and evaluating whether the promised quality is in fact being delivered. And indeed, quality assurance and quality control techniques are often part of the management of adult education institutions (in fact in some countries state funding depends on it like in Austria, Germany and the UK) but very often the process stops outside the classroom and does not interfere with the learning and teaching methods employed there.The aim of the partnership was therefore to compare the role of quality assurance systems (QA) in adult education with special regard to quality in language learning in the various countries and the different types of organizations involved.The main question for the project was how quality management for institutions can be compatible with quality in language teaching and learning. In addition, it was discussed whether it was possible for the quality of teaching to be externally assessed at all (as is the current approach in the UK) and what role reflection and self-assessment tools could have in the process of assessing quality. With this in mind a special focus was placed on observation, including peer observation. Equally the question was discussed whether good teaching and learning always depended solely on the teacher or whether there were other factors which supported quality. Outcomes of the project are "Guidelines on quality in language learning" - the major product of the project - but the interviews are also available as videos. All material is accessible via the website (https://sites.google.com/site/grundtvigqualit/).
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