1 Quality Assurance in VET M. Kirsch & Y. Beernaert Internal Quality Assurance and the...

Quality Assurance in VETM. Kirsch & Y. Beernaert

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Internal Quality Internal Quality Assurance and the Assurance and the self-evaluation self-evaluation reportreport

Magda Kirsch & Yves Magda Kirsch & Yves BeernaertBeernaertBulgaria – September Bulgaria – September /October trainings/October trainings


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The self-evaluation report:A mirror for your school:


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Bibliography

• How good is our school? Self-evaluation using quality indicators, HM Inspectorate of Education, Norwich, 2002. http://www.hmie.gov.uk/documents/publication/HGIOS.pdf

• I-Probenet, Comenius network on self-evaluation at school, Create a mirror for your school,

http://www.i-probenet.net/• Effective School Self-Evaluation (ESSE) website

http://sici.org.uk/ESSE/


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Self-evaluation

• Essential step to quality assurance and improvement in education

• Key element in school innovation• Self-evaluation external evaluation

or inspection,• School-initiated, internally organised

and self-regulated


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Why self-evaluation ?

• Schools are increasingly held responsible for quality of education provided,

• Schools become initiators of their own development,

• Schools have become learning organisations


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Why do we write a self-evaluation report?

• External influences– Government initiatives– Local education authorities– Inspectorate

• The school’s own aims and objectives– An overview of the performance and

management of the school – Trying to achieve excellence– PDCA-cycle


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Aims of the self-evaluation report

• 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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Elements of self-evaluation report (SER)

• Description of mission and strategic plan• Organisational charts• Description of courses and programmes • Enrolment policy + advertising samples• Student graduation and job placement rates• Personnel reports (ed. background and work

experience)• Satisfaction rates of personnel, students,

alumni and employers• Finance and physical resources• etc.


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How to write a SER?

Three basic questions at the heart of the process of evaluation:– How are we doing in relation to the

aims we have identified ?– How do we know? – describes the use

of performance indicators and gives reference points

– What are we going to do now? - describes how to take forward what we know.


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1. How are we doing?

How good is our school?Concept ‘quality’ changes in response to changes in

societyWe can refer to:– Our assessment of the needs of pupils and society– The views of parents, pupils and society– Advice from (inter)national or local bodies– Studies into effective learningA good school knows:– What it is aiming at and whether it is meeting its

aims– What needs to be maintained or improved– Whether changes are working


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What is school evaluation?Addresses the questions: – How do we do in this school, classroom,

department, team?Involves:– A broad view of performance across key

areas such as: curriculum, support for pupils, resources etc.

– A closer look at specific areas that are regarded as successful or causing concern


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PlanningIn schools, consultation is essential for planning.

It takes into account the views of the School Board, parents, teachers and pupils. Well managed planning :

– Promotes effective learning– Focuses on improving the pupils’ attainment– Ensures that change is managed and monitored– Helps us set realistic priorities and timescales– Helps making the best use of resources.


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2. How do we know?

Quality indicators– Help us judge the quality of performance

against a set of criteria– Identify areas where we need detailed

information– Enable school managers to come to decisions

concerning strengths and weaknessesWe can refer to a number of evidences such as– Pupil attainment– Criteria used within other QA frameworks– Views of parents, pupils and other stakeholders


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2. How do we know?

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

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


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2. How do we know? How to use QI? Quality indicators are organised

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


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2. How do we know? How to use QI?

Quality indicators are organised into a framework of key areas – NVAO– Aims and objectives– Curriculum– Staff– Financial resources– QA– Attainment


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2. How do we know?2.1. How to use QI?

Each key area contains a number of Quality indicators - NVAOCurriculum– Relation between curriculum and aims and

objectives– Professional/scientific requirements– Coherence– Study time– Methodology and study materials– Evaluation– Thesis


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2. How do we know? 2.1. How to use QI?

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

Each quality indicator has a number of themes referring to observable areas of activity

e.g. ensuring equality and fairness


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2. How do we know? 2.2. Illustrations

Each quality indicator will be illustrated against the levels used above

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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3. What do we do with the results of the SER?

• Indicate strengths and weaknesses• Take action to :

– Maintain strengths– Address weaknesses


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3. What do we do with the results of the SER?

How are we doing? How do we know?

Evaluation

Planning for improvement


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Accreditation process in Flanders and the Netherlands

• Format for self-evaluation report provided by Council for Higher Education

• Self-evaluation report (SER) is written by the HEI’s

• Upon completion, the SER and the addenda are reviewed by an international team of experts

• The team of experts visit the HEI for three days

• A report is written by the team which is the basis for the Dutch Flemish accreditation organisation to grant/refuse accreditation.


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Thank you for your attention!

Good luck with the self-evaluation of your school!

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