1 Quality Assurance in Education and Training Magda Kirsch QTEL.NET International Conference Glasgow...

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Quality Assurance in Quality Assurance in Education and TrainingEducation and TrainingMagda Kirsch Magda Kirsch QTEL.NET International Conference QTEL.NET International Conference

Glasgow 15-16 November 2007Glasgow 15-16 November 2007

QTEL.NET International Conference- 15-16 November 2007

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References• 'Copenhagen Process‘, Quality Assurance in VET, Technical

Working Group Progress Report, December 2004• http://www.oph.fi/info/qa/vet/auditory/Oliveira%20Reis%2010.2.0

5,%20Opening%20Ceremony%20Copenhagen%20process%20and%20European%20co-operation.pdf,

• Lise-Lotte Ravnmark, ‘An European Guide on Self-assessment for VET providers’, September 2003.

• How good is our school, (2007), the journey to excellence, part 3, HMIe, improving Scottish education

• http://www.hmie.gov.uk/documents/publication/hgiosjte3.pdf• Effective School Self-Evaluation (ESSE) website

http://sici.org.uk/ESSE/• Checklists for external assessment in Flanders and the

Netherlands (NVAO)


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Rationale• QA in VET is a key instrument in supporting

the transition to a knowledge-based society– by increasing the effectiveness of VET

‘outcomes’ in terms of improving the match between demand and supply, employability, and access to training.

• QA assurance is crucial in: – increasing mutual trust in training provision in

EU– supporting mobility and lifelong LLL


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Rationale – Why QA

If Europe is to achieve its aspiration to be the most dynamic and knowledge-based economy in the world (Lisbon Strategy), then European education will need to demonstrate that it takes the quality of its programmes and awards seriously and is willing to put into place the means of assuring and demonstrating that quality.


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Common QualityAssurance Framework

(CQAF)

• Developed as an outcome of cooperative work on Quality Assurance between the Commission, the MS, social partners, the EEA – EFTA and the candidate countries

• Designed to support the development and, where necessary, the reform of quality systems in VET, in MS.

• Provides a common reference system and concrete reference tools to help MS and participating countries to improve, monitor and evaluate their own policies and practices in the field of QA.


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Common QualityAssurance Framework

(CQAF)

• The CQAF consists of four features:– a model, to approach quality assurance and

development of VET provision at the appropriate levels in Member States;

– a method for assessment and review: the emphasis has been given to self assessment, combined with external evaluation;

– a monitoring system: to be identified as appropriate at national or regional level, and possibly combined with voluntary peer review at European level;

– a measurement tool: a set of reference indicators aiming at facilitating Member States to monitor and evaluate their own systems at national, regional or local levels.


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1. Common QualityAssurance Framework (CQAF) the model


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PURPOSE & PLANLeadershipAims & valuesStrategy & planningPartnershipsFinance & Resources

FEEDBACK & PROCEDURES for CHANGEPlanning & implementing for improvementsExternal verification

PDCA Quality Assurance Cycle

IMPLEMENTATIONManagement of teachers, trainers and other staffProcess management teaching & learning

ASSESSMENT & EVALUATIONTeaching & Training resultsLabourmarket & societal resultsFinancial results


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QA -A three-step approach

• Internal quality control, which results in self-evaluation

• External visitation /audit, which results in a public report

• Accreditation


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Step 1: Internal QA• To find out whether the institution has

the resources necessary to achieve its stated goals and objectives and whether it achieves its stated mission

• To provide the institution with an opportunity to evaluate its overall quality and its curriculum

• To pinpoint the strengths and weaknesses of the institution


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Global aim of the self-evaluation (report)

To find out how effective the school

is in achieving continuous improvement through evaluating the quality of its own provision and taking action to build on its own strengths and address its weaknesses


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What do we need for an effective self-evaluation?

• Have access to statistical data comparing the performance with similar schools,

• Have access to an agreed set of quality indicators to guide the self-evaluation process,

• Consult and communicate with stakeholders,

• Have devolved responsibility for the use of financial and physical resources,

• Have responsibility for review and development of school staff

• Produce development or improvement plan.


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Step 2: External QA

• Quality assurance can be undertaken by external agencies/authorities for a number of purposes, including:– safeguarding of national educational

standards– accreditation of programmes and/or

institutions;– user protection;– public provision of independently-verified

information (quantitative and qualitative) about programmes or institutions;/centres

– improvement and enhancement of quality.


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Elements of external QA

• Step 1: Criteria and procedures• Step 2: Commissions in

vocational/subject areas• Step 3: Preparation of the on-site

visit/audit• Step 4: The on-site visit• Step 5. The review report

(assessment)


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HOW do we carry out external QA ?

Step 1: Criteria and procedures• Key stakeholders should be involved in

order to ensure clarity of purpose and transparency of procedures

• Decisions should be based on explicit published criteria that are applied consistently.


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Step 2: Set up expert commissions

• Expert commissions with specialists from the sectors concerned are set up to conduct an external assessment

• Expert commission members should be representative in their field , so that decisions taken are acceptable for all parties concerned.


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Step 3: Preparation of the on-site visit• Is there a need for the qualification or

course that will be licensed or accredited. ?• Investigating number of key documents

such as: – 1) existence of mission, vision of the school – 2) a number of data such as teacher

qualifications, success rate of the pupils or trainees

– 3) quality of examinations – 4) programme brochures, etc.


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Step 3: Preparation of the on-site visit– Work with checklists– Checklists contain a number of quality

indicators that are organised into key areas;– Each quality indicator has a number of themes

referring to observable areas of activity e.g. ensuring equality and fairness

– Key areas can differ according to the country


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Step 3: Preparation of the on-site visit

Key areas for NVAO•Aims and objectives•Curriculum•Staff•Financial resources•QA•Attainment


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Each key area contains a number of Quality indicators - NVAO

Curriculum– Relation between curriculum and aims and

objectives– Professional requirements in an international

perspective– Coherence– Study time– Methodology and study materials– Evaluation– Project work


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key areas – HMI– Curriculum– Attainment– Learning and Teaching– Support for pupils– Ethos – Resources– Management, leadership and QA


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Each key area contains a number of Quality indicators – HMI

e.g. Ethos•Climate and relationship•Expectations and promoting achievement•Equality and fairness•Partnerships with parents, the school

board and the community


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How can quality indicators be used?– Can help us assess the extent to which the

school aims are being met– Aims can be evaluated against four or more

levels of performance• Very good: major strengths• Good: strengths outweigh weaknesses• Fair: some important weaknesses• Unsatisfactory: major weaknesses


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Step 4: The on-site visit The main purpose of the on-site visit is to

check whether the data provided are accurate and whether the buildings and facilities meet the existing requirements.

Therefore:– Interviews with director, teachers,

trainees, admin. staff, employers, parents, students, management board etc.

– Visit of the facilities, inspection of materials and equipment.


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Step 5. The review report– A secretary should be appointed to

write the report. He/she needs to prepare the draft report of the external review meeting(s) and the on-site visit.

– External review not in view of accreditation: • Main part: advice to enhance quality

– External review in view of accreditation:• Main part: motivation of scores given


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Step 5. The review report– Based on a framework with key areas and quality indicators– Score is given for each of the quality indicators after a consensus meeting with all panel members– Each score should be thoroughly motivated


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Step 5. The review report Each quality indicator will be illustrated against the

levels used above (evidence and motivation) e.g. Student support Score: good (strengths outweigh weaknesses)

–There is a systematic and structured approach as far as student support is concerned–Each student gets counselling from a tutor–Teachers are readily available for all students with questions or problems–However, there is not enough differentiation as far as the approach of mature and other students is concerned


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Step 5. The review report– The report is sent to the school or centre that has been assessed;– The school or centre can make comments on the reports and have all inaccuracies removed;– After all comments have been discussed the final version of the report is sent to the school.


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Step 3. Accreditation

– Procedures should be clear– Results of accreditation procedures

should be open


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Step 4: Follow-up

Quality assurance processes should have a predetermined follow-up procedure which is implemented consistently.

External quality assurance of institutions and/or centres should be undertaken on a cyclical basis.


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Trends in QA in VET

– A number of countries such has Ireland, Romania, Italy, Denmark, Sweden, Flanders, the UK etc. have introduced self-assessment.

– In certain countries like Denmark the focus is entirely on self-assessment and there is hardly any external assessment or audit in place.

– This is probably due to the important involvement of Social partners in the VET system and on a ‘mutual trust’ consensus.


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Trends in QA

Guidance instead of control• Assessment as control is often seen as

a judgement on individuals;

• Assessment as a decision-making aid is more dynamic and transparent and is seen as having a training function. It relates to collective actions and results which must be constantly improved and made more relevant.


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Trends in QA in VET• Stakeholder involvement in QA procedures

– In Sweden specific initiatives to increase quality in VET, for improving cooperation between the school and the local industry.

– In Flanders experts from the sectors concerned are involved in as well self-evaluation as external evaluation of Professional Bachelor Programmes

– In France development of qualifications in VET as well as QA is largely sector-based

– IN BG procedures for evaluation are agreed with social partners and ministries, and accepted at the NAVET`s Executive Council

– In many countries students/parents are involved, not only in internal but also external evaluation of schools, colleges.


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Trends in QA in VET• Benchmarking

– Achievements of schools, colleges, universities are set against against national data on learner achievements and other core performance indicators

– Therefore several countries developed measurement tools (success measures) which can be applied to evaluate performance. The common set of measures includes a.o.: learner success rates; employer engagement; staff qualifications; learner satisfaction etc.


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Trends in QA in VET• International peer reviews• International panels to carry out QA

– Exchange of experience and mutual learning should remain the rationale underpinning the European cooperation for enhancing the quality of VET in the European Union and to increase its transparency.


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Trends in QA in VET• Transparency

– Policy guidelines to stimulate transparency of methods, criteria, assessment results and accountability are developed in several countries;

– In a number of countries Inspection results are published for all providers and are used along with other published data on learner achievements to inform the choices made by prospective learners.


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Thank you for your attention and good luck

with your QA!

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