Quality developments in VET

Quality developments in VETAn overview of the work of the European Forum on Quality in VET

Quality developments in VETEuropean Forum on Quality in VETInstitutional frameEU Commission DGEAC (Directorate B):coordination and overall responsibilityAdvisory Committee on VET: adopted the Commissions note on the the role and mandate of the European Forum on the Quality in VET. The Commission was reporting regularly on the results of the work.DGVT meetings: to which the Commission was reporting regularly.Forum: composed of around 30 representatives of the Member States, the European social partners and the European Economic Area. The ETF was also participating.Cedefop: technical and scientific assistance to the Commission and setting up of the Technical Group of experts

Quality developments in VETAims of the ForumAimsto improve knowledge and understanding of the diverse and complex quality practices in the Member Statesto promote the exchange of information, experience and good practices to promote discussion and reflectionto contribute to the three policy objectives: employability, coherence between offer and demand and improved access to training (with special attention to the vulnerable groups in the labour market)During its mandate, the Forum served as a platform for cooperation and to exchange of information between the Commission, the Member States, the social partners and Cedefop

Quality developments in VET Work programme Four thematic fieldsQuality management approaches (at system level)Self-assessment as a quality approach (at VET institution level)Quality of mechanisms for the assessment and certification of learning outcomes (at individual level)Indicators for a European strategy on quality in VET (at system level)

Quality developments in VET Work structureForum: general meetingsMay 2001November 2001May 2002September 2002, European Conference

Split in four subgroups on the four thematic fields assisted by theTechnical Group monitored by Cedefop and the EU Commission

Quality developments in VET The Forums quality frame and its logic I The Forum concluded that the quality approach underlying the "quality circle" is the best to use at European and national levels because it addresses all important interrelated issues to be taken into consideration when defining a policy for promoting quality in initial and continuing vocational education and training.The logic underlying the "quality circle" can be followed independently of the specific quality management model in any Member State. In principle, the quality circle can apply to any process system or approach.

Quality developments in VET The Forums quality frame and its logic Key actorsFeedback mechanisms and procedures for changeDefinition of VET goals and standardsDegree of complexity

PurposeAssessment and evaluation

Implementation

Quality developments in VET The Forums quality frame and its logic

PurposeDefinition of VET goals and standardsKey actorsDegree of complexityImplementationAssessment and evaluationFeedback mechanisms and procedures for change

Quality developments in VET The Forums quality frame and its logic IIPurpose: There is a wide range of strategic purposes ranging from accreditation and control to the improvement of performance and results. The question for policy-makers is how to achieve the right balance between the two. Definition of VET goals and standards: Any strategic purpose should be translated into clear goals. Closely linked to goals are standards, certificates and accreditation. All these are defined by various actors who may represent different interests. It is therefore important to decide who takes decisions and how they are implemented. Goals may be decided at central level or at a local one, depending on the traditions in each country, sector, etc. Goals can be very specific and concrete or broadly defined.Key actors: A wide range of key actors may be involved in any policy on quality in VET: the state, region, local authorities and institutions, the social partners/professional bodies, students, parents, firms, etc. They all assume different roles and responsibilities and represent varying interests. Generally speaking it is important that the key actors participate in the design and in the control procedure of the system.The existence of good feedback mechanisms and open communication channels between actors can guarantee their effective participation.

Quality developments in VET The Forums quality frame and its logic IIDegree of complexity: Quality management approach differ according to their degree of technicality, design and difficulty. The use of indicators, and especially a combination of soft and hard ones, makes the use of information within the system less complex, but it represents a major challenge in terms of the reliability and validity of measurements.Implementation: Decisions on the previous points should be followed by implementation. Generally speaking there are three methods to make things happen:the "hard" way - forcing people to adopt quality;the "soft" way - gradually motivating people through awareness building, coaching and training andthe "indirect" way - by providing incentives.The leading and exemplary role of the management and its capacity to motivate people is of paramount importance for a successful implementation of any quality approach which aims, inter alia, to make changes.

Quality developments in VET The Forums quality frame and its logic IIAssessment and evaluation: Activities in the training/education systems are related to the goals through assessment and evaluation, ranging from self-assessment to centralised control.Concerning QMAs in VET, assessment looks at the effects/outcomes, the efficiency and effectiveness of their use.With regards to assessment, important questions relate to responsibility, methodology, frequency, form and actors.Even in the case of extensive use of self-assessment, as in the UK, Finland and the Netherlands, it is combined with inspections/control.Feedback mechanisms and procedures for change: To secure quality, the assessment results should be both analysed and acted upon with concrete measures. Feedback relies on the communication of aims, processes, results/valid exchange of information among the parties involved.The procedures for an effective feedback should be planned with the rest of the QMAs and constitute an organic part of it. Although the most important step to ensure change, feedback is generally the most difficult activity to implement.

Quality developments in VETMain results of the Forums work1. Reports2. Development of supporting instruments3. Development of information instruments

(activities in progress)

Quality developments in VET Main results of the Forums work

1. Reports:Intermediary report Quality developments in VETThematic reports Quality management approaches in VETSelf-assessment as a quality approach in VET institutionsQuality of mechanisms for the assessment and certification of learning outcomesIndicators for a European strategy for quality in VET (in the process of finalisation)

Quality developments in VET Main results of the Forum's work: reportsIntermediary report: was drawn up on the basis of the most important outcomes of the four thematic reports and with a view to answering the key issues concerning the definition of policies to enhance quality in VET. It therefore contains proposals addressed to European actors, to the national training systems and to VET institutions.Quality management approaches in VET: this report provides an overview of the wide variety material gathered which is presented under the heading of quality management approach, the Member States and the typology of financing and regulations.QMAs at all levels of VET, and both in the public and private sectors and initial and continuing VET, are covered.The report formulates a series of recommendations for the key strategic decisions underlying the different QMAs analysed.

Quality developments in VET Main results of the Forum's work: reportsSelf-assessment as a quality approach in VET institutions: This report focuses on the possible uses of self-assessment as a quality management tool to be developed by a VET institution. It provides arguments for and a general frame to describe national/regional or local self-assessment practices.It contains also analysis of the systemic conditions for organising a coherent management of VET institutions by means of self-assessment.Self-assessment forms an integral part of quality management systems, that is why there was a separate working group on this theme. The group defined the conditions for the implementation of self-assessment and went on to analyse methodologies that combine self-assessment and external evaluation or other forms of assessment.Self-assessment is often introduced or encouraged by national/regional authorities to promote quality within the VET institutions in a more or less compulsory way.It may also be adopted freely by the VET institutions to evaluate and ameliorate their performance in relation to the context they operate or their market position.

Quality developments in VET Main results of the Forum's work: reportsQuality of mechanisms for the assessment and certification of learning outcomes: This report presents an overview of the existing quality dimensions so that each Member State can analyse its own practices. It refers to the acquisition of learning in formal systems, and in non-formal and informal situations. It identifies the main quality dimensions for the enhancement of the efficiency and legitimacy of the assessment and certification systems of learning. It also identifies the main questions to address on this subject. Indicators for a European strategy on quality in VET: Following analysis of more than 200 indicators, together with the examples provided by the members of the Forum, the report identifies the indicators capable of supporting the three European policy objectives. It contains also proposals for European cooperation on the development of indicators to support the improvement of quality in VET.Finally, a separate document has been prepared listing the dimensions criteria and the above mentioned quality indicators, defined by the four subgroups of the Forum and contained in the respective four thematic reports. This report has been sent electronically to you by the Commission.

Quality developments in VETIndicators for a European strategy for quality in VETThe work on indicatorsIn our work we concluded that indicators should be related to the quality cycle and follow its logic. Despite the raise of awareness concerning the importance of indicators as instruments for guidance and quality promotion in VET, only a restricted number of Member States uses a coherent set of indicators to this effect.The subgroup of the Forum on indicators proceeded first to the translation of the European political objectives (employability, coherence between training offer and demand and access to training of the most vulnerable groups) into measurable objectives.The Forum defined a set of indicators following the examination of quality indicators in use either in the Member States or by the OECD, Unesco, Eurostat, Eurydice and other institutions.It then defined a coherent set of indicators consisting of indicators related to context, input, process, output and results. Some of these indicators are based on quantitative data (hard indicators) whereas others on qualitative information (soft indicators).

Quality developments in VET Indicators for a European strategy for quality in VETThe work on indicators: stepsTranslation of the three European policy priorities into concrete objectivesDefinition of a coherent frame of indicatorsIdentification of a limited number of indicators based on good practices

Quality developments in VET Indicators for a European strategy for quality in VET

Employability

Competences and attitudes (acquisition of)Completion of VET/dropping-out (avoidance of)Transition to employmentQuality of employment/employment in new sectorsTranslation of the European policy priorities into concrete objectives


Matching supplyand demand

Information/awarenessResponsiveness to demandAdaptabilityInnovation

Translation of European policy priorities into concrete objectives


Access to VETBroader access to everyone who can benefitBasic competences for allProvide opportunities for vulnerable groups: setting-up of special schemes/services Assure the permeability of the VET system to vulnerable groupsTranslation of European policy priorities into concrete objectives

Quality developments in VET Indicators for a European strategy for quality in VETContext indicators applicable to all policy prioritiesProposals for indicators for each of the objectives of the three policy priorities

Indicators

Existing data source in:

hard data

soft data

Structural indicators (economic growth, employment, unemployment, expenditure on VET per capita)

Proposal

X

Job vacancies in different sectors/branches

Proposal

X

NAP Indicators (early school leavers, youth employment, unemployment, proportion of adults participating in LLL)

EU

X

Proportions of vulnerable groups in the population

Proposal

X

Percentage of VET institutions applying full-cycle QM approaches

Proposal

X

X

Quality developments in VET Indicators for a European strategy for quality in VETObjective 1: competences (basic, ICT, social, personal, technical)Proposals for indicators for each of the objectives of the three policy prioritiesEmployability

Indicators


hard data

soft data

Breakdown of VET participants by gender and by programme venue

EU

X

ICT skills

Basic skills in literacy and numeracy meeting the requirements of the recognised demand

Proposal

X

Basic social skills meeting the requirements of the recognised demand

Proposal

X

Percentage of VET participants spending at least 25% of training in a work environment

EU

X

Percentage of young people aged 18 to 30 in employment whose education/training has given them the skills needed for their present type of work

UK

X

Quality developments in VET Indicators for a European strategy for quality in VETProposals for indicators for each of the objectives of the three policy prioritiesObjective 2:completion of VET/avoidance of dropping outObjective 3:transition to employmentEmployability

Indicators


hard data

soft data

Percentage of those who started and completed VET (by type of VET)

EU

X

Failures and drop-outs at all levels of the VET system (breakdown by type of course)

Proposal

X

Existence of an active policy to combat dropping out

Proposal

X

Indicators


hard data

soft data

Percentage of young people (18-25) who have completed upper secondary vocational education or training and are currently a)employed, b)unemployed, c) inactive, d)in education, e)in a government training scheme related to employment

EU

X

Effectiveness of transition between formal and non-formal learning and the labour market

proposal

X

Transition from education to labour market/employment - unemployment by educational attainment

Proposal

X

Unemployment and bottlenecks determined by education and training

Proposal

X

Flexibility: VET participants who are willing to relocate after completion of training

Proposal

X

Quality developments in VET Indicators for a European strategy for quality in VETProposals for indicators for each of the objectives of the three policy prioritiesObjective 4: quality of employment (stability, income, desired working time)/employment in new sectorsEmployability

Indicators


hard data

soft data

Percentage of those who, after completion of training, find a job in the field in which they have been trained and retain that job for a certain period of time, i.e. six months

EU

X

Percentage of those undertaking continuing VET and receiving higher remuneration than previously

EU

X

Active policies to train unemployed people from the old sector to enter a new sector, e.g. ICT

Proposal

X

Quality developments in VET Indicators for a European strategy for quality in VETProposals for indicators for each of the objectives of the three policy prioritiesMatching offer and demandObjective 1: information (knowledge about demand acquired and transmitted)Objective 2: responsiveness (reaction to knowledge about recognised demand)

Indicators


hard data

soft data

Existing mechanisms for acquisition of information about present and future demands of the labour market, e.g. forecast of skill gaps: a) national, b)regional

Proposal

X

Existing mechanisms for transmission of information to providers about recognised demands of the labour market

Proposal

X

Percentage of VET participants not in a job that they have been trained for 6 months after completion of their training breakdown by type of course

Proposal

X

Indicators


hard data

soft data

Utilisation of acquired skills at the workplace, from the perspective both of the employer and the employee

Proposal

Establishment of annual action plans on the basis of the data concerning the recognised demand

Proposal

X

Number of new training offers in a year in response to the recognised demand

Proposal

X

Design of new courses in response to the needs of the regional employment market

Proposal

X

Proportion of continuing VET organised directly by enterprises

Proposal

Quality developments in VET Indicators for a European strategy for quality in VETProposals for indicators for each of the objectives of the three policy priorities

Matching offer and demandObjective 3: adaptation/innovation

Indicators


hard data

soft data

Percentage of fully subscribed courses for the recognised demand

Proposal

X

Existing policies on campaigns to promote new training offers

Proposal

X

Availability of individualised training in response to demand

Proposal

X

Quality developments in VET Indicators for a European strategy for quality in VETProposals for indicators for each of the objectives of the three policy prioritiesBetter accessObjective 1: broadening access (everyone who can benefit)

Indicators


hard data

soft data

Accessibility (group participation differentials)

Proposal

X

Proportion of vulnerable groups by current participation rate

Proposal

X

Existence of information guidance systems accessible to everybody including vulnerable groups

Proposal

X

Existence of financial support scheme for vulnerable groups

Proposal

X

Existence of National Action Plans to improve access of vulnerable groups

Proposal

X

Quality developments in VET Indicators for a European strategy for quality in VETObjective 2: opportunities for vulnerable groupsObjective 3: permeabilityProposals for indicators for each of the objectives of the three policy priorities Better access

Indicators


hard data

soft data

Active policies to reduce group-specific drop-out rates

Proposal

X

Existence of monitoring systems for group-specific drop-out rates

Proposal

X

Existence of mechanisms to validate prior learning

Proposal

X

Indicators


hard data

soft data

Existence of special offers (outreach activities, guidance, orientation, motivation, courses, qualifications, competences)

Proposal

X

Number of enrolments in the above mentioned special offers

Proposal

X

Completion rates for the above mentioned special offers

Proposal

X

Active policies to improve participation of vulnerable groups

Proposal

X


2. Development of supporting instruments Synergies with the Leonardo da Vinci programme:The 2nd call for tender (2003-04) takes more specific account of the quality dimension in VET. A close relation has been established with the Study visits programme run by Cedefop on behalf on the European Commission and a synthesis note on the outcomes of the 7 study visits on quality in VET has been drawn up by one of the experts of the Technical Group.Setting up of networks or national fora on quality in VET: Some of the Member States have set up mini-fora or networks to discuss and collect material on quality in VET and to diffuse the Forums results in their own countries.In general, these light structures of cooperation comprise the relevant ministers, the social partners and the representatives of the VET sector.


3. Development of information instruments Web site (http://www.trainingvillage.gr/etv/quality) Glossary Report Quality in initial and continuing training: aspects and challenges in certain member countries (Cedefop) Inventory of quality indicators(activities in progress)

Quality developments in VET Key concepts

1 Quality

Fulfilment of goals Relation between experience and expectations


2 Quality management approach

Any integrated set of policies, procedures, rules, criteria, tools and verification instruments and mechanisms that together ensure and enhance the quality of the training offer.


3 Self-assessment

A dynamic and progressive process of assessment adopted by a VET institution, under its own control and responsibility, to improve its performance in relation to fixed training goals (mostly national).

Quality developments in VET Key concepts4 Assessment and certification mechanismsCan be defined as all systematic procedures regularly used by Member States in order to control learning results in relation to identified goals. Learning may be assessed and certified through diplomas, attendance sheets, official documents, etc. It can take place in a formal/non-formal context learning, or can be the result of personal experience (informal learning).Assessment mechanisms help to make learning visible, to enhance qualifications and to capitalise on them. Certification mechanisms allow learning to be valued in order to obtain a job, to engage in professional activity, to enter training or to realise other personal plans.Certification mechanisms derive from assessment practices.


5 IndicatorsCharacteristics or attributes that can be measured to assess a certain action such as: the achievement of an objective, the mobilisation of resources, the attainment of an effect, the attainment of quality or the impact of a context variable. Indicators can be either quantitative or qualitative.


6 Quality standardsTechnical specifications which are measurable and have been drawn up by consensus and approved by an organisation recognised at regional, national or international level. The purpose of quality standards is optimisation of the inputs and/or outputs of learning.

Le programme de travail du Forum a t tablit en Septembre 2001. Il reflte un consensus entre les Etats membres et les partenaires sociaux concernant les domaines thmatiques prioritaires (c'est dire, des problmes communment rencontrs dans diffrents contextes) et pour lesquelles l'approche communautaire pourrait apporter une valeur ajoute significative (cf slide).Mais le programme de travail est surtout le reflet d'un important travail de recentrage et structuration d'un champ vaste et complexe o se croisent des approches et intrts diversifisLe bref bilan que je ferais des rsultats des travaux mens par le Forum, porte sur a peu prs un an d'activit : la priode qui dcoule depuis sa cration en fin mai 2001 jusqu' juillet 2002.Avant de "parler rsultats" je crois qu'il est important de "parler mthode" car celle-ci a t le levier d'un rel processus de coopration et d'changes entre la Commission, les Etats membres, les Partenaires sociaux, le Cedefop et les experts du groupe technique.Le travail du Forum sest dvelopp dans un souci permanent d'coute et de recherche de consensus orients vers la construction de propositions concrtes pouvant appuyer la dcision et l'action diffrents niveaux.L'approche "bottom-up" et consensuelle qui a caractris les changes dans le Forum a gnre une dynamique importante dont tmoignent les quelque 150 exemples de bonnes pratiques fournis par les membres du Forum, couvrant la FEP tant initiale que continue.Cette exprience concrte de coopration, d'engagement et de participation active fut le fruit d'un chemin d'apprentissage commun, marqu par l'ouverture et un questionnement franc mais toujours constructif. Et je souhaiterai exprimer ma reconnaissance aux uns et aux autres d'avoir permis de btir ensemble les rsultats dont nous disposons aujourd'hui, incomplets, certes, mais une bonne base de travail pour le futur.

Finalit (quilibre entre contrle et dveloppement); contrle massif (onreux, bureaucratie, conformisme, conservatisme, stagnation) ; confiance lgard des pouvoirs locaux et des acteurs du domaine (dveloppement, progrs, innovation); promouvoir lauto-valuation; dfinir proportion de ressources consacres. Dfinition des objectifs et normes (standards) : objectifs gnraux et spcifiques (tension) clairs et oprationnels ; normes permettent dassurer que les objectifs sont atteints et le cas cheant, dlever les spcifications (domaines, cots, intrts divergeants, r-adaptation, qui peut les fixer/modifier).Acteurs cls : plusieurs dacteurs, diffrences responsabilits et dintrts FPI/FPI/Typologie financement; assurer participation dans les diffrentes composantes du systme, en particulier lors de la conception et contrle; contrle par une tierce partie indpendante.Degr de complexit de lapproche qualit : formes de collecte des donnes, nombre et type des analyses, participants inclus dans lanalyse et conclusions, procdures de rapports, responsables des rapports et personnes responsables de la qualit dans les activits quotidiennes; rduction de personnes ...Mise en oeuvre : pour chaque point, un nombre de dcisions et dactions de mise en uvre niveaux central et les autres; niveau de dtail des normes et procdures: obsoltes, risque de bureaucratisation, cots; davantage des spcifications doutput, dautonomie au niveau local; Calendrier: dveloppemnt innovation cycle dvaluation court. Changement suite valuation. Evaluation (des rsultats de lapprentissage): effets, efficacit et efficience de lapproche qualit ; dplacement de input vers loutput; rviser les objectifs; associer auto-valuation et valuation externe organisme indpendante ; responsabilit, acteurs impliqus, forme, frquence.Retour dinformations et procdures de changement rsultats des valuations analyss et exploits, base de nouvelles actions; meilleur rapport entre input et output, entre les ressources mises en uvre et les rsultats obtenus; motivation lie lorganisation des procdures de mise en uvre du changement : rformes, motivation, incitations. On peut distinguer au moins trois types de rsultats :

Rapports

Utilisation et dveloppement dinstruments de soutien

Dveloppement doutils dinformation (en cours)Rapport intermdiaire du Forum :sur la base des rsultats obtenus dans les diffrents domaines thmatiques, il les transfre ces dans un cadre spcifique compos des aspects cls considrer lors des dcisions concernant la dfinition des politiques de dveloppement de la qualit (FEP initiale et continue). Il formule plusieurs propositions adresses au niveau Europen, des systmes nationaux et des prestataires de FEP.Rapport thmatique Approches de gestion de la qualit dans la FEPfournit une vue densemble dtaille des diffrents types dapproches de la qualit dans diffrents tats membres (formation initiale et continue). Il apporte des premires rponses plusieures questions (Quels sont les differents types d'approches qualit? Quels sont les principes de base sousjacents ces approches? Quels sont les rsultats de la pratique des diffrentes approches?)et fournit un certain nombre doptions pour la prise de dcision au niveau des Etats membres. Rapport thmatique Pratiques d'auto-valuation dans les institutions de FEPrepre les conditions qui prsident au dveloppement du processus dauto-valuation, met en lumire les facteurs de risque lis aux conditions de la mise en uvre et numre tant les dimensions de la qualit que les critres de qualit pour lauto-valuation (cf. annexe 1, papier cadre).Rapport thmatique Types de systmes d'examens et de certification: repre les dimensions de la qualit en ce qui concerne les examens et les certificats, de mme que les conditions systmiques requises pour le dveloppement et le maintien de la qualit. Il fournit un certain nombre de critres illustrant la manire dont la qualit intrinsque de ces ensembles peut tre amliore (cf. annexe 1, papier cadre).Rapport thmatique Indicateurs pour une stratgie europenne de la qualit dans la FEP : fournit un premier ensemble dindicateurs relevant dun cadre spcifique dapproche de la qualit li des priorits politiques au niveau europen (cf. annexe 1, papier cadre).Ces rapports clarifient les questions de qualit, mettent en lumire les expriences manant dun certain nombre d'Etats membres et formulent des propositions visant tayer le dbat et la prise de dcision concernant le renforcement de la qualit de la FEP.Vous disposez de la liste des dimensions, critres et indicateurs de qualit qui ont t identifis par le Forum pour chaque domaine thmatique, dans l'annexe au "papier cadre" qui vous a t distribu.

Les indicateurs ont pour finalit de produire des informations, afin d'aider les acteurs concerns de la FEP valuer dans quelle mesure leurs objectifs de qualit ont t atteints, communiquer les rsultats, ngocier dventuelles consquences et adopter les dcisions et les actions qui en rsultent. La mesure effectue au moyen d'indicateurs doit sinscrire dans la logique du cycle de gestion de la qualit. Malgr une prise de conscience de l'importance des indicateurs comme instruments cls pour guider et amliorer la qualit des systmes et dispositifs de FEP seul un petit nombre de pays utilise un ensemble cohrent d'indicateurs cet gard.Au dpart de trois priorits politiques (employabilit, cohrence entre offre et demande, accs), le Forum a traduit ces priorits en objectifs mesurables. Ensuite, il a adopt et affin un cadre cohrent dindicateurs consistant en indicateurs de contexte, dinput, de processus, doutput et de rsultats. Ce cadre conceptuel a servi dinstrument permettant daffecter un nombre limit dindicateurs aux priorits politiques correspondantes. Certains de ces indicateurs sont bass sur des donnes quantitatives (hard indicators) dautres sur des informations qualitatives (soft indicators)Le set dindicateurs propos par le Forum prend appui sur un inventaire des indicateurs de qualit dj utiliss par les tats membres, des indicateurs en usage l'chelon europen et international, effectu sur la base de publications de l'OCDE, de l'Unesco, d'Eurostat, d'Eurydice et d'autres institutions.Synergies avec le programme Leonardo da VinciSpcifications plus prcises dans lappel propositions (2003-2004) : action thmatique liaison avec le suivi thmatique (thme 3)Liens avec le programme visites dtudes ger par le Cedefop

Rseaux ou fora nationaux.certains pays ont mis en place des fora ou rseaux nationaux qui fonctionnent comme structure de relais de discussion, de collecte dinformations et de diffusion au niveau national. Ils regroupent les ministres concerns, les acteurs conomiques, les prestataires de formation et les reprsentants des partenaires sociaux

.Sans un contexte concret il est difficile (et vain) de dfinir la qualit. Dans un contexte spcifique il devient possible de dfinir au sens large la qualit comme la ralisation d'un objectif.Elle peut aussi tre exprime comme la relation entre l'exprience et l'attente.Dans ce cas, il faut une description claire du contexte qui doit inclure les objectifs, lexprience et les attentes dun certain nombre dacteurs diffrents.

Approches de gestion de la qualit : assurance qualit = sassurer que les normes sont toujours atteintes + amlioration de la qualit = lever les normes ou augmenter le nombre de ceux qui les atteignent).

assurance de la qualit : mesurer les disparits entre les objectifs et les rsultats pour sassurer que les normes (de qualit), rgles, spcifications, plans, etc. soient suivis et respects aux diffrents niveaux (conformit);

amlioration de la qualit : utiliser la mesure effectue pour rviser les objectifs et dvelopper des normes de qualit encore plus leves; passer de la pratique actuelle une performance amliore; innover.

Dans le premier cas, les objectifs peuvent ntre pas rviss, mme sils ne sont plus valides. Dans le second cas, les objectifs sont rviss la lumire des rsultats. Il conviendrait de rechercher un quilibre entre les rsultats court, moyen ou long termes.

impulse par des autorits nationales ou rgionales comme principale mthode pour grer la qualit des dispositifs de FEP (contrainte), ou choisie par les dirigeants des institutions de FEP pour valuer et amliorer la qualit de leur performance globale (efficacit et efficience) en relation avec le contexte de la FEP et/ou la position sur le march (libre choix). lauto-valuation devrait prendre en compte.une dimension interne concernant lamlioration du processus dorganisation de lapprentissage;une dimension externe concernant lamlioration de la position des institutions de FEP par rapport aux autres prestataires et la manire dont elles rpondent aux besoins locaux, rgionaux ou nationaux;le contexte et lorganisation de lauto-valuation.dispositifs dexamens incluent les processus formels, procdures et mthodes dvaluation utiliss par les prestataires de formation pour mesurer/valuer les rsultats de lapprentissage individuels acquis par la formation, en situation de travail ou autres types dexpriences. dispositifs de certification dcoulent des dispositifs dexamens. Il sagit de la reconnaissance sociale et de la preuve de la qualification acquise, fournie par une institution reconnue et lgitime selon les normes de qualification existantes pour le secteur. Cette preuve consiste dans des documents attestant lachvement et russite dun processus dapprentissage partielle ou complte : un diplme, un certificat, une attestation de participation, ou autres types de documents.

Le rle des indicateurs est:

- de dcrire ltat actuel ou le paramtre de rfrence servant de point de dpart;- doprationnaliser et de quantifier (dans la mesure du possible) les objectifs fixs;- de fournir en permanence des informations sur la mesure dans laquelle ces objectifs ont t atteints;- de donner une ide des facteurs susceptibles davoir contribu lobtention de certains rsultats

Dans le domaine de la FEP, la question des standards est assez complique:on ne peut pas toujours dterminer clairement pour quels domaines des normes pourraient et devraient tre dfinies,il est parfois trs difficile (coteux en temps et en argent) de dfinir des normes,diffrents partenaires peuvent dsirer des normes diffrentes (ventuellement contradictoires),les normes doivent tre radaptes en permanence en raison des rapides changements que connat le contexte,enfin et surtout, il peut y avoir une zone dincertitude, voire un dsaccord sur la question de savoir qui peut fixer ou modifier les normes.

Les questions cls sont donc les suivantes:qui labore les normes?qui autorise les normes?qui vrifie si les normes ont ou non t atteintes?que faire quand les normes ne sont pas atteintes?qui modifie les normes?

Quality developments in VET

Documents

Transcript of Quality developments in VET