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Anja cedefop prelim infos

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Anja cedefop prelim infos

  1. 1. Some Preliminary InformationCittadella, 11.01.2013QUALITY MANAGEMENT APPROACHES TOESTABLISHING A QUALITY CULTUREWITHIN VET INSTITUTIONS
  2. 2. Externalapproachesanalysed in aprevious studyInternal aproaches/Scope of current study
  3. 3.  mission is to support development of European VET policiesand contribute to their implementation strategic objective is to strengthen European cooperation andsupport the European Commission, Member States and socialpartners in designing and implementing policies for anattractive VET that promotes excellence and social inclusionAbout CEDEFOP
  4. 4. Aim of the CEDEFOP studyA European HANDBOOK for VET providerssupporting Internal Quality Management andQuality culture... accompanied by practical tools
  5. 5. 16 “National” Cases in 13 Member States:Austria, Belgium, Estonia, Finland, France (2), Germany (2) ,Hungary, Italy (2) , Netherlands, Portugal, Romania,Slovenia, UK/Scotland4 Sector Cases:Automotive Industry (CZ); Design/Industry, RelatedServices (IT); Social Services/Rehabilitation (DE); MaritimeManagement, Navigation and Engineering (LT)Methodology I - Sample
  6. 6. Team of research experts enacting case studiesCommon methodology: Guidelines, questionnaires, templatesfor data-collectionOn-site visits of selected VET institutionsIn-depth interviews with Heads of management Quality department / quality officers Teachers and trainers Students External stakeholders: Employers, chambers …Collection of QA tools applied by the VET institutionMethodology II –Research Approach
  7. 7. Basic information about theexamined VET institutions Providers of IVET / CVET, both, + HE>>> tendency towards complex institutions for LLL Varying size, serving 200 -> 19.000 students Wide range of VET programs offered Variety of Quality Management Systems in place Mature QM-Systems in place:Long-standing experience with QM
  8. 8. Some common QA elements Variety of self-assessment approaches PDCA-cycle applied Widespread usage of standardisedinstruments for data collection Goal attainment Performance measurement Satisfaction of stakeholders Less used: methods/instruments for the improvement ofquality
  9. 9. Typical quality areas inVET institutions Manage the institution involve all stakeholders improve the quality of classes adjust the organization of processes for service delivery Develop the school agree on quality objectives and targets Lead the personnel of the institution develop the capacities of teachers, trainers, other staff Manage resources Develop cooperation and networking Create and develop facilities for educational supply Observe, assess and analyse results and success
  10. 10. IndicatorsOften direct or indirect reference to EQAVET indicators(drop-out, graduation, destination)Useful specifications towards early warning (absencerate)Meaningful extensions (cost-effectiveness)Weaknesses:Sometimes meaningless inflation and confusionLack of coherency – missing set of interrelated indicators)
  11. 11. Self-assessment –Different functionsFormal exercise to gain external accreditation Starting point for the creation of awareness andcommitment In more mature stages: Instrument for continuousanalysis and reflection – often based on electronicallygathered data (tools)
  12. 12. Commitment, support and participation of the head ofmanagementInvolvement of staff in the self-assessment exercise + a corequality team to coordinate and integrate the self-assessmentactivitiesOpenness towards data, facts and potential changesDecisions on improvement strategies based on the self-assessment resultsAgreement amongst staff on the improvement actionsProper information on processes and results on a continuousbasisPreconditions for successfulself-assessment
  13. 13. Self-assessment +Improvement strategyPriorities and overall strategies for achieving improvementDetailed and operational objectives, whose achievementcan be monitored and measured by appropriate indicatorsSpecific actions to be implemented within reasonable timeperiodProvision of resources to turn improvement actions intorealityIdentification of individual responsibilities in the process ofimprovementDefinition of indicators allowing to monitor the progress ofactivities and the status of the problem to be solved
  14. 14. Impacts on teachingand learningMore transparent student assessmentBetter division of curricular contentStronger coordination of teaching in classesHigh satisfaction rate of studentsMore individualized learningEnhanced use of e-learningDevelopment of blended-learning concepts
  15. 15. Cooperation and networking Ensures a competitive edge, high visibilityand enhanced attractiveness for prospectivestudents, parents and companies Supports modernisation of training programs Allows new insights on competencerequirements for graduates Supports learning from other educationalinstitutions
  16. 16. Establishing a quality policyDefinition of the mission and the vision of the VET institutionDefinition of a set of institutional objectives for theorganisation and the related indicatorsDefinition of a quality strategy outlining the aims of having aquality management system in operationCommitment of the management towards qualitymanagementProvision of the necessary resources for the operation of thequality management system
  17. 17. Different concepts of quality
  18. 18. Role of external support structuresA reliable - national or regional - general framework for qualitymanagementA guide for enacting self-assessmentA lean set of coherent and clearly operationalized indicatorsA small number of - preferably electronic - tools and forms forvalid data-collection and data-processingCapacities for training of staff of VET institutions inprofessional quality managementAn initial consultation on how to apply and performthe quality cycle
  19. 19. Thank you for your attention!erwin.seyfried@hwr-berlin.de

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