How to Manage Quality in TVET

Uwe WieckenbergInstitut für Bildungstransfer, Germany

Fourth ECA Education ConferenceOctober 24-26, 2007, Tirana

Agenda

1. What is Quality?2. What are the Functions of a

Qualitymanagementsystem?3. What Qualitymanagementsystems are relevant?4. What do these Qualitymanagementsystems have in

common?5. What kind of Experience do we have on the

Institutional Level6. Problems in the Context of Quality and Education7. Bottom-line Approach of Quality Assurance8. Conclusion

1. What is Quality?

• There is no uniform definition of „Quality“!

• The definition depends on the particular context!

• A general definition from DIN EN ISO:

Quality = fulfilment of requirements

What Levels of Quality do we have to Distinguish in the Field of TVET?

– Level of Interactions: quality in teaching/training and learning

– Level of Institution: quality of the institution

– Level of the System: quality of the TVET system

What Scopes of Quality can be distinguished?

• Input:- resources- (legal) guidelines

• Process:- core processes of TVET

• Output/Outcome:- results

2. What are the Functions of a Quality Management System (QMS)?

A QMS describes, how an Institution

• defines Quality

• tries to achieve Quality (Processes)

• tries to maintain Quality (Quality Assurance)

1. Plan

Define goals and requirements

2. Do

Plan and observe performance

3. Check

Record, review and check

4. Act

Measure, analyseand remove weak points

PDCA-Zyklus

(plan – do – check – act)

Methodological Procedure

Procedure of the „Common Quality Assurance Framework“ (CQAF) for

VET in Europe

• DIN EN ISO 9001• The Excellence-Model of the European

Foundation for Quality Management (EFQM)

• Qualität by Evaluation and Development (Q2E)

• Learner-Oriented Quality Development for Further Education (LQW)

3. What Quality Management Systems are relevant?

DIN EN ISO 9000

EFQM

Qualität durch Evaluation und Entwicklung (Q2E)

EduQua

Six EduQua Quality Criteria:

Learner-Oriented Quality Development for Further Education

4. What do these QMS have in common?

• The general methodology (P-D-C-A)

• Specific goals are defined (continuous im-provement, excellence, good education, …)

• They have a definition of „quality“

• They have different areas of quality

• They emphasise the relevance of (business) process management

5. What kind of Experience do we have on the Institutional Level?

• Quality Assurance and Management is still „new“ in the TVET sector

• Importance of „Process Management“ in Advanced Training Programmes of InWEnt

Architecture of Processes

targets, strategy

administration

tasks of education

processes of leadership

support processes

Core processes

results

6. Problems in the Context of Quality and Education

• Cause and effect

• Who is the client?

• The specific contribution of the client

7. Bottom-line Approach of Quality Assurance

• How do we define „Quality“? What is our concern?

• What are our core processesand how do we design them?

• How can we check the results?

• How can we continuouslyimprove our results?

Mission statement

ProcessManagement

Evaluation

Kontinuierliche Verbesserung

8. Conclusion

a) QMS are converging

b) Reflexion is most important

c) Reflexion is more important than the specific QMS

d) We should keep the methodology as simple as possible

e) We should take care on the goals at system level, e.g.:

Sustainability:

- economical dimension- ecological dimension- social dimension- dimension of continuous

learning