quality assurance and accreditation in vet magda kirsch & yves beernaert

Quality Assurance in VETM. Kirsch & Y. Beernaert

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Quality Assurance Quality Assurance and Accreditation in and Accreditation in VETVETMagda Kirsch & Yves Magda Kirsch & Yves BeernaertBeernaertBulgaria – September Bulgaria – September /October trainings/October trainings


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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%2010.2.05,%20Opening%20Ceremony%20Copenhagen%20process%20and%20European%20co-operation.pdf,

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


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Rationale

• Quality assurance and development in Vocational Education and training (VET) is a key instrument in supporting the transition to a knowledge-based society, namely by increasing the effectiveness of VET ‘outcomes’ in terms of improving the match between demand and supply, employability, and access to training.

• Furthermore, its role is crucial in increasing mutual trust in training provision in the European Union, and thereby supporting mobility and lifelong learning.


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Growing importance of QA

Definition

Assessment is nowadays interpreted more broadly to denote a process of gathering and processing of relevant, sound and reliable data so as to enable the parties concerned to take the necessary decisions in order to improve actions and results.


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Growing importance of QA

Detailed Workprogramme E&T3 strategic objectives:

1. Improving the quality and effectiveness of education and training systems in Europe

2. Facilitating access of all to education and training systems

3. Opening up education and training systems to the wider world


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Growing importance of QA Detailed Workprogramme E&T1. Improving the quality and effectiveness of

education and training systems in Europe1.1. Improving education and training for

teachers and trainers1.2.Developing skills for the knowledge

society1.3. Ensuring access to ICT for everyone1.4. Increasing the recruitment to scientific

and technical studies1.5. Making the best of resources


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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, through consensus building and stock taking from the experiences of MS.

• 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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• 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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• The model comprises four interrelated elements:· Planning· Implementation· Evaluation and assessment Review

These elements constitute the quality cycle (PDCA), and for each one of these, as well as for the methodology, which is a transversal dimension of all of them, core quality criteria have been commonly agreed.


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Common Quality Assurance Framework (CQAF)Common QualityAssurance Framework (CQAF)

Measurement( indic ators)

Methodology(Self Assessment)

Methodology(Self Assessment)

Model(Common

Core Criter ia)

Model(Common

Core Criter ia)

Monitor ing(external)

Monitor ing(external)

Gains

Mutual TrustTransparenc yCredit Transfer


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Common QualityAssurance Framework (CQAF)• Assessment and review

– Self-assessment, combined with periodic external monitoring by an independent and appropriate third party body, has been considered as a relevant method/tool to assess and evaluate quality, and to ensure and develop quality at system and provider levels.

– The TWG has devised sample self-assessment guidelines for both levels, as a European guide.


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• Monitoring systems – Mechanisms and procedures are to be

identified as appropriate at national or regional level, as they are part of the regulation function in governance and can be as diverse as the national systems, sub-systems and institutions themselves.

• The measurement of quality and its components – Key issue in quality management. – The CQAF proposes a common set of indicators

to measure and assess the quality of VET.


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QA -A three-step approach

• Internal quality control, which results in self-evaluation

• External visitation, which results in a public report

• Accreditation


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Why External QA?

• safeguarding of national educational standards for VET

• 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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HOW do we carry out external QA ?

Step 1: Criteria and procedures• In order to ensure clarity of purpose and

transparency of procedures, external quality assurance methods should be designed and developed through a process involving key stakeholders,

• Criteria for decisions: Any formal decisions made as a result of an external quality assurance activity should be based on explicit published criteria that are applied consistently.


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Step 2: Set up expert commissions in vocational areas

• Expert commissions are set up to conduct an external assessment by a group of experts, including experts from the vocational area that is being assessed,

• These 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 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 withDirector, teachers, trainees, admin. staff, employers, parents, 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 6. Accreditation– Procedures should be clear– Results of accreditation procedures

should be open

The Managing Board of NAVET will make decisions on accreditation or licensing on the basis of the reports of expert commissions. Thereupon it will inform the Ministry of Education and Science about the licensed vocational training centres and vocational information and career guidance centres as well as about the accredited institutions within the vocational education and training system;


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Step 7: 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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European standards for external Quality Assurance Agencies

1. Use of external QA procedures for education: The external QA of agencies should take into account the presence and effectiveness of the external QA processes described .

2 Official status: Agencies should be formally recognised by competent public authorities in the country/countries concerned

3 Activities: Agencies should undertake external QA on a regular basis.

4 Resources: Agencies should have adequate and proportional resources, both human and financial, to enable them to organise and run their external QA .

5 Mission statement: Agencies should have clear and explicit goals and objectives for their work, contained in a publicly available statement.

6 Independence: Agencies should be independent to the extent that the conclusions and recommendations made in their reports cannot be influenced by third parties such as institutions, centres, ministries or other stakeholders.

7 External QA criteria and processes used by the agencies: The processes, criteria and procedures used by agencies should be pre-defined and publicly available.

8 Accountability procedures: Agencies should have in place procedures for their own accountability


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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 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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Thank you for your attention!


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quality assurance and accreditation in vet magda kirsch & yves beernaert

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