[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589365-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589365-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","progression-measurement-in-adult-guidance-in-ireland-a-contested-discourse","Progression Measurement in Adult Guidance in Ireland - A Contested Discourse","","This article reports findings from a longitudinal research study on how individual progression is measured within the Irish Adult Education Guidance Initiative (AEGI). Guided by critical constructivist methodology, it examines three interrelated discourses: the client, the practitioner, and the policy maker. Particular attention is given to how clients shape a quality tracking system for outcome measurement. The paper then considers implications for policy, practice, and research in adult guidance in Ireland.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the longitudinal study described in the paper?","Question",{"text":63,"@type":64},"It examines how progression is measured over the long term for clients of the Adult Education Guidance Initiative (AEGI), including the development of suitable methodologies for outcome evaluation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which main discourses does the research examine?",{"text":68,"@type":64},"The study analyzes three main discourses: those of the client, the practitioner, and the policy maker in adult guidance.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper frame the role of clients in quality assurance for progression measurement?",{"text":72,"@type":64},"It highlights the analysis of the client’s contribution to designing a quality tracking system for outcome measurement, linking user voice to quality assurance and 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university of limerick  \nAbstract  \nThis article discusses the findings of a research study on the longitudinal measurement of individual progression in the Irish Adult Education Guidance Initiative (AEGI). The research was underpinned by a critical constructivist methodology in its examination of the three main discourses of the client, practitioner, and policy maker in the field of adult guidance. In line with the current discourse on the role of the user in quality assurance, a specific focus of the study was an analysis of the client’s contribution to the design of a quality tracking system for outcome measurement. The implications for policy, practice and research in the adult guidance sector in Ireland will be explored in this paper.  \nIntroduction  \nThis paper explores findings from a longitudinal case study that examined the development of appropriate methodologies to measure the long-term outcomes for clients ofthe Adult Education Guidance Initiative (AEGI). The AEGI was established in 2000 by the Department of Education and Science (DES, 2000) as a support measure for adults accessing education. In addressing the main research question of how progression is measured in the current longitudinal tracking system in the AEGI the study examined a number of specific issues. These issues relate to definitions of outcomes, rationale for measurement and the development of suitable methodologies for outcome evaluation within the context of current policy objectives informing adult guidance practice.  \nThe analysis of the impact of interventions is now a priority in the Irish guidance sector which is primarily driven by an economic agenda and the need to justify investment in publicly funded services. Although the advancement of  \nadult educational guidance is still relatively new in Ireland, it is now evident that appropriate mechanisms are required in the AEGI to evaluate the longterm outcomes of provision. Such propositions reflect a broader discourse on outcome measurement and the need to develop performance indicators and benchmarks in career guidance at a national, European and international level. However, an important critical discourse has emerged on the difficulties involved in outcome measurement for evaluation of the efficacy of interventions and long-term impact on the individual and society.  \nThe overall aim of the research study was to consider the development of a‘best practice’ framework for the longitudinal tracking of individual progression in the AEGI. As the focus of the research was primarily methodological, it explored claims that the current methods employed to measure long-term outcomes involving quantitative, objective indicators are insufficient as they disregard the subjective experiences of clients. At present, the Department of Education and Science (DES) employs a top-down, quantitative approach in theAEGIto monitor clients’ progression in terms of the hard outcomes of education and employment attainment. These outcomes are tracked and monitored through the AEGI’s national database, the Adult Guidance Management System (AGMS) . One of the specific objectives of the study was to address an identified gap between policy and practice in the field, namely, harnessing the voice of the user in the quality assurance process (NGF, 2007a) . Specifically, it evaluated the client’s contribution to the design of a quality tracking system to measure progression in the AEGI. This paper will examine existing research in the field, present the methodological approach and findings of the study and then discuss the implications for policy, practice and research.  \nBackground of Research  \nThe necessity for individuals of all ages to safeguard their career paths in the face of growing globalisation is now at the heart of national, European and international guidance policy discourse. The development of adult guidance in Ire","cbCaikugrFWKV10q","https://ap.wps.com/l/cbCaikugrFWKV10q","pdf",100593,"English","# Introduction\n## Background of Research\n## Methodological Approach\n## Findings and Discussion\n## Implications for Policy, Practice and Research","[{\"question\":\"What is the core focus of the longitudinal study described in the paper?\",\"answer\":\"It examines how progression is measured over the long term for clients of the Adult Education Guidance Initiative (AEGI), including the development of suitable methodologies for outcome evaluation.\"},{\"question\":\"Which main discourses does the research examine?\",\"answer\":\"The study analyzes three main discourses: those of the client, the practitioner, and the policy maker in adult guidance.\"},{\"question\":\"How does the paper frame the role of clients in quality assurance for progression measurement?\",\"answer\":\"It highlights the analysis of the client’s contribution to designing a quality tracking system for outcome measurement, linking user voice to quality assurance and tracking.\"}]","Progression Measurement in Adult Guidance in Ireland - A Contested Discourse | PDF",1792067048,23]