While I have a preference for the value of qualitative
evaluation, we probably have to accept that we need
quantifiable criteria for external bodies. Some (fairly
random) thoughts:
Does the application of Teaching Quality Assessment in
Universities offer any models (to adopt or
avoid!): certainly a combination of peer and
learner evaluation could be useful.
If museums have education policies and detailed action
plans they can be judged as to whether they achieve those
what they intend and whether these targets are worthy of
public funding.If not, standardised criteria (reading ages,
audience penetration etc.) are likely to impose uniformity,
stagnation and conformity.
Where a teaching service is offered within an external
(non-museum) curriculum, such as schools or universities,
we should be willing to have these inspected by the
appropriate inspecting body, HMIs, TQA etc.
The employment of an 'Education Officer' is probably not an
ideal criterion, but I shan't get into that now......!
Is the use of the word 'education' increasingly being
associated with 'teaching' rather than 'learning'? Are WE
actually more interested in 'learning'? I have been
perturbed at recent meetings at the continued tendency of
museum staff to equate 'education' with formal education.
With best wishes,
Neil
----------------------
Neil Curtis
Marischal Museum, University of Aberdeen, Marischal
College, Aberdeen AB10 1YS
(+44) (0) 1224-274301
Fax: (+44) (0) 1224-645519
Email: [log in to unmask]
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|