Nqafvet guidelines english

PEN - Pathway from EQAVET to NQAVET Projec:t 538730-LLP-1-2013-1-SE-LEONARDO-LMP

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Pathways from EQAVET to NQAVET

National Quality

Guidelines/recommendations and

approaches for VET (NQAVET) for

provider level based on EQAVET

riabde

Stämpel


2

Content Introduction ............................................................................................................................................. 3

What is quality in VET? ........................................................................................................................ 3

What are the step in a quality assurance process? ............................................................................. 4

Approaches to quality ......................................................................................................................... 4

Quality indicator .................................................................................................................................. 4

The European Quality Assurance Reference Framework for VET (the Framework) ........................... 5

Development of “Pathway from EQAVET to NQAVET” ........................................................................... 6

Scope and usage of the model ............................................................................................................ 7

Indicator 1 ............................................................................................................................................... 8

Indicator 2 ............................................................................................................................................. 10

Indicator 4 ............................................................................................................................................. 13

Indicator 5 ............................................................................................................................................. 15

Indicator 6 ............................................................................................................................................. 17

Indicator 7 ............................................................................................................................................. 19

Indicator 8 ............................................................................................................................................. 21

Indicator 9 ............................................................................................................................................. 24

Indicator 10 ........................................................................................................................................... 26


3

Introduction Education is undergoing significant structural, organisational and funding changes in order to be more

responsive to the emerging demands for skills. These demands will create new expectations of and

new tasks for those who are responsible for and work in vocational education.

With the growing momentum and interest in bringing about changes into vocational education,

'quantity' is currently regarded as more important than 'quality' of vocational education. However, the

overall quality of vocational education is critical to the current vision for the future of EU. The current

push to increase the provision of vocational education will not be enough by itself to achieve training

excellence and to produce a clever, capable and competitive workforce that will have world-class

recognition. From this point of view, many questions about the present training systems arise. Basic

questions include:

a) What is excellence?

b) What is quality?

c) How can a vision and a mission for excellence and quality be established?

d) Who are the customers?

e) What are their quality expectations?

f) What will satisfy them?

g) How do we satisfy them?

h) How are we to measure their satisfaction?

i) Who is responsible for quality?

Such questions need to be answered in a practical manner. In spite of the barriers of existing economic

conditions, limited resources and the changing facets of industry and award restructuring, many

manufacturing and service-oriented organisations have found the answers to similar questions of

quality. These answers are all related to the application of quality concepts - to strategic planning,

development, implementation and evaluation and continuous improvement of their processes. This

suggests that seeking quality is the way to achieve excellence in vocational training.

What is quality in VET? Few would disagree that vocational education should be of high quality if it is to make the contributions

expected of it in the immediate future. However, the notion of quality has different meaning to

different stakeholders in vocational education. Several combinations of 'customers and suppliers'

relationships can be found among the stakeholders, and at the same time, one can be either or both

customer and supplier.

The concept of ‘quality’, however, is a multi-faceted one, and it should not be surprising that its meaning within the VET environment is as open to argument and negotiation as it is in other social, economic and political contexts. Throughout the world, various VET systems make choices as to which indicators they will use as their preferred means of measuring their efforts to achieve quality and what relative priority will be placed on the chosen indicators. Multiple expectations, multiple contexts of training, multiple use of inputs, multiple processes and multiple outcomes are associated with learning, teaching and managing vocational education. So one can state that quality in vocational education has a multi-dimensional perspective.


4

What are the step in a quality assurance process? In fact, quality assurance in vocational education must begin with senior management and pass

through line managers, groups and individuals, and finally diffuse throughout the organisation through

a step-by-step process. This process can encompass the following:

a) Develop a vision and mission for quality,

b) Establish management commitment.

c) Establish standards for quality performance,

d) Choose strategies for implementation,

e) Educate the workforce,

f) Audit the process and progress, and

g) Realise the results and make continuous improvement.

Although management skill is vital to the first step in the quality strategy, no single individual can

create quality assurance in vocational education. Quality is a team activity and it must have the support

and the contribution of everyone in the organisation. In addition, interrelationships between people,

technology, information and managerial policy must be taken into account when planning quality

assurance programmes.

Approaches to quality Underpinning a particular country’s or system’s choice of quality indicators is the approach that it takes to establishing and implementing frameworks and processes intended to encourage quality. The approach may be primarily one of quality control, one of quality assurance, or one of quality improvement. Most systems adopt and adapt those approaches that seem to them to best fit their own context, and, indeed, to take different approaches to different areas within their own system.

Quality control measures are typically implemented at the state and institute levels. Initial vocational education and training provision tends to be controlled at the national level in most European countries, but the market ultimately controls much continuing vocational education and training provision. Quality assurance assumes greater importance as an organisation moves from focussing on product to focussing on process. Quality assurance is itself a process that requires standards to be defined, procedures to be monitored, and non-conformance to be analysed and remedied. External processes are applied by external agencies such as auditors or accreditation agencies to determine the organisation’s compliance with externally imposed quality criteria. A system of internal quality assurance is generally assumed to precede the application of an external one. Quality improvement is an organisational strategy and a management approach to continuous improvement. It requires the involvement of all employees, and is focussed on increasing the organisation’s effectiveness in achieving customer satisfaction by working towards the improvement of those areas and processes which have been identified as needing to be improved.

Quality indicator Indicators are signs that are evidence of the presence or absence of particular qualities. While they may be qualitative or quantitative in form, it is the latter which are more generally applied in the


5

reporting of system outcomes and outputs. The reasons for developing and using those indicators are also many and varied. The two main driving forces for the application of quality indicators in VET, as anywhere else, are the need to have accurate data about the system for accountability purposes, and the desire to improve processes in order that the system becomes more effective. Not only is the accountability of individual institutions facilitated if indicators are used to make the reporting of results easier and their use also facilitates international comparison. One can defines quality indicators as ‘performance indicators that refer to a quality characteristic or objective’, which would allude to the broad context of performance evaluation in which they operate. Being more specific, a quality indicator is a figure, which is helpful for the assessment of a quality characteristic or the achievement of quality objectives. Any indicator system embodies value judgments about what is meant by quality or desirable outcomes in education’ and is therefore not only inherently political and potentially controversial but also bound to change over time.

The European Quality Assurance Reference Framework for VET (the Framework) The Framework provides a European-wide system to help Member States and stakeholders to document, develop, monitor, evaluate and improve the effectiveness of their VET provision and quality management practices. It can be applied at both system and VET provider levels and can therefore be used to assess the efficiency of VET provision. It is adaptable to the different national systems and it can be used in accordance with national legislation and practice. The Framework:

a) Includes the need for regular monitoring (involving internal and external evaluation

mechanisms) and reporting on progress;

b) Uses common quality criteria and indicative descriptors to underpin the monitoring and

reporting arrangements;

c) Stresses the importance of common indicators to support the evaluation, monitoring and

quality assurance of VET systems and providers. It is accompanied by a set of 10 indicators which may be used as a “tool box” by countries as they work on adapting and developing their VET systems. The indicators are not designed for benchmarking but rather to support a culture of quality assurance in VET. The indicators are:

1. Relevance of quality assurance systems for VET providers

2. Investment in training of teachers and trainers

3. Participation rate in VET programs

4. Completion rate in VET programs

5. Placement rate in VET programs

6. Utilisation of acquired skills at the workplace

7. Unemployment rate

8. Prevalence of vulnerable group

9. Mechanisms to identify training needs in the labour market

10. Schemes used to promote better access to VET


6

In examining the quality indicators adopted by various VET systems in different EU countries and among partners in this project, certain common characteristics have appeared. In all systems, the personal characteristics and background of learners, community influences, labour market, and family factors can be thought of as comprising the context in which the quality of VET is measured. Stakeholders and their expectations drive VET policy, which, in turn, informs VET processes. The learning that results from the learners’ participation in the process is the final outcome or output. Quality indicators in VET can therefore be divided broadly into two categories: first, those that focus on the process of training, and second, those that focus on outcomes or outputs. Some indicators need to be interpreted carefully, and all need to be assessed as to their applicability to context, particularly when considering adopting one or more from one VET system to use in another. For example, the use of ‘completion rates’ as a quality indicator is widespread throughout EU- VET and low completion rates are typically regarded as an undesirable outcome. However, students engage in vocational education and training for a variety of reasons, and obtaining a credential or qualification may not necessarily be their main objective. For example, students may elect to engage in training to achieve a suite of work-related competencies rather than to complete a whole qualification. This is a factor which has been acknowledged in the Swedish Higher VET environment, with the adoption of ‘student outcomes’ or employability rate as a measure.

Development of “Pathway from EQAVET to NQAVET” The development of a common EU operational model for QA based on EQAVET indicators has not been an easy task. Apart from being practical and usable a model, the main aim was not to impose additional work to organizations that are already using systems or models for QA (EU policy, national policy, own choice of quality policy). Thus this means that a common EU operational model based on EQAVET should incorporate the core elements of all national policy as well as the core elements of the EQAVET indicators that are in use in the different countries of the partnership. Starting point of the development has been EQAVET 10 indicators and the attention areas

of EQAVET has focused on. Special attention has been paid to issues like needs analysis

and correspondence with labour market demands, systematic stakeholder’s involvement

and evaluation, selection of pedagogical approach and the flexibility of education providers.

Therefore the first step has been to investigate in each of the partner countries what the

relevant themes are regarding quality assurance. The research has addressed in each

partner country:

- National level: what is the policy? What is it covering? Additional demands?

- Description of QA models in use and the issues they are covering;

- Providers own attention areas regarding QA (user’s level).

From this research a concept list of relevant themes (and the underlying processes each

theme covers) has been generated. This list consisted of the following 23 themes:

Curriculum design

Social environment and safety

Culture and ethics

Administration

Requirements by law

Learner recruitment and introduction


7

Learning and teaching

Review and examination

Strategic planning

Working conditions

Evaluation by staff

Customer engagement

Customer valuation

Equal opportunities

Social participation and interactions

Infrastructure and resources

Staff allocation

Staff development

Staff recruitment

Knowledge management

Scope and usage of the model The model specifically supports quality development and quality assurance for organizations that

provide vocational education and training based on EQAVET. The focus of the model is only on those

themes (and their related underlying processes) that are considered important for education and

training. Themes that are re cognized as being relevant by providers of education and training across

Europe. Thus it is not meant to be a holistic model that has the pretence to cover every organizational

process (i.e. like ISO or EFQM) or even replace these and similar models. However since it is so specific

for education and training it is a useful extension of more general quality assurance models like ISO

and EFQM which often lack the specifics of this sector.

In many European countries national policy is putting more and more the constraint on outcome and

purpose, self-evaluation and continuous improvement. Therefore the model explicitly focuses each

theme and its related indicators on outcome and purpose, respecting context, stakeholders and

clients, and on continuous evaluation in general.

In Quality Assurance an organization is asked to provide evidence to a third independent party (f.e. an

external assessor, the Inspectorate etc.) to give prove of their quality. This model is written in the same

way. For each indicator the organization is asked whether one can give evidence (to a third party) that

one is indeed acting at a certain level. Reflection on the potential evidence that is available will

contribute to the preparation of organizations to meet national or regional criteria.

The model can be used as a kind of self-assessment tool for QA. Organizations that take

their customers and stakeholders serious can use the self-assessment questionnaire to

assesses whether they are able to comply to level 2 of this model or not. From this

questionnaire feedback at indicator level will provide them with information for further

development of their QA policy.


8

Indicator 1

EQAVET Framework

CQAF-(A)VET framework:

Indicator 1: Quality assurance

- Planning

- Evaluation

Good QA and a culture of quality is imbedded in the institutes’ way of arranging for Planning, Implementation, Evaluation and Review processes. Accreditation itself is not the issue, although it may be compulsory. What is the issue is: does your QA policy actually work? Are you processes doable and maintainable?

CQAF-(A)VET theme:

Indicator and description

Toward excellence:

Relevance of Quality Assurance systems for VET providers

Does your institution have a QA policy?

Central attention for continuous learning and the improvement of institute’s education, and for the promotion of a culture of quality. This to enable the institute to do what it has promised to do, and to deliver what is really needed. The promotion of it as well as the conditions to arrange and secure staff involvement for this belong to the responsibility of the management.

Leadership Leadership is demonstrated in the way the focus on learning outcomes as well as the vision on the purpose of education are guiding the design and delivery of education, and in the way it arranges and addresses the continuous strive for improvement.

Vision Your institute is able to meet the obligatory requirements on reporting about results. Systematic evaluation Your institute registers the obligatory information

Can you prove that the institutes’ learning outcome has met the intended purpose of the education? Can the institute proof that its knowledge of education, labour market needs and of the target group are reflected in goal setting as well as in outcomes achieved? Can the institute proof that it has an effective policy for all stakeholders re determination and goal setting as well as on outcomes achieved? Do you register additional information for improvement of your educational services? Do you have an effective policy for evaluating and improving all your services, staff and organisation? Can you proof how your quality cycle has contributed to the institution’s expert position?

Outcome and accountability

Stakeholder evaluation

Does the institute evaluate in a


9

Focus on learning outcome should lead to success for learners as well as for the labour market and the funding stakeholders. QA therefore is about setting targets and demonstrating the achievement of set learning outcomes, and on transparency of all this to all relevant stakeholders.

Your institute is able to provide the required evaluation information. Transparency Your institute complies to the rules regarding provision of performance information.

systematic way their education by all stakeholders? Is this evaluation policy effective and tailored to the different purposes of your education? Does your organisation also involve independent experts? Do you communicate policy and information effectively? Can you proof its effectiveness for different stakeholders? Can you demonstrate how your transparency policy contributes to your expert position?


10

Indicator 2

EQAVET Framework


Indicator 2: Investment in training of teachers and trainers (check P,I, E, or R?)

In terms of quality assurance and the role of education VET providers need to make every effort to engage learners by offering not only the right content but also attractive programmes, and by encouraging all learners to actively participate and complete the program. Teachers and trainers are at the core of the success of any teaching or training programme. Staff development as well as the organisational conditions for staff development are part of a culture of quality. However this is not limited to accredited training or to funding only, since staff development can be done in many ways.

CQAF-(A)VET theme:


Toward excellence:

The percentage of teachers and trainers involved in accredited training. The amount of funding invested in this further education

To attain the intended learning outcomes the competences of the training staff need to be aligned to these outcomes. Staff development is part of the strive for continuous improvement of education (content and methods) and thus forms a pillar of the culture of quality. However staff development is only half of the story for QA, since it is also imperative to allocate the proper staff to the specifics of the education.

Staff development and staff allocation Good QA can be demonstrated in the way professional quality of teaching and training staff is linked to effective delivery of a curriculum as well as to its intended purpose and to staff development. A professional profile is one of its cornerstones.

Competence development Your institute has a training and development policy for all teaching staff. Staff allocation Your institute can demonstrate that teaching staff has the required competences for teaching and training.

Do you have a competence profile that meets the professional standard of the teaching and training profession? Can you proof that your training and development policy is effective? …. meets the needs of all staff? …. meets future needs of the institute? Are you able to demonstrate that for a specific course or training the staff involved possesses the proper competences for delivering that specific course or training? …… the involved staff meets the characteristics of the learners? ….. that the involved staff reflect expert standard (content and method)?

Learning methods Teaching expertise is demonstrated when the institute can demonstrate that methods used

Didactical approach Your institute meets formalised requirements as

Can you show that you choose your methods based on knowledge of content, objectives, and effectiveness?


11

are evidence based and selected based on knowledge of intended learning outcome, target group and content.

set out by controlling bodies. Learners Your organisation informs participants on content and teaching methodology

Do your methods reflect current standards in teaching and training? Are the methods you use each time evidence based? Can you demonstrate that you select and adjust your methods to the specifics of the target group? Can you demonstrate that you adjust your teaching effectively to individual learning styles of learners? Can you demonstrate that your teaching and training meets expert standard?

EQAVET Framework


Indicator 3: Participation rate in VET programmes (check P,I, E, or R?)

Focus on participant rates is an important aspect of education but a too narrow view on participation can easily steer away VET institutes from their role, mission and objectives. Offering good quality of education is not only decided upon by having attractive education and full class rooms, but by having good learning outcomes, motivating students to follow and finish the courses and tailoring courses to the needs of students as well as the labour market. Also entrance and selection mechanism needs to be clear and in line with institutes mission and role in the society, making clear whether there are selection mechanism, and if so, why they exist in respect of the intended role of the institute and the intended outcomes.

CQAF-(A)VET theme:


Toward excellence:

The number of participants in VET programmes, according to the type of programme and the individual criteria

For a culture of quality the customer focus, which is partly reflected in the participants in VET, needs to be visible throughout all processes of the institute. Customer focus requires that the institute knows its clients, understands client needs and acts accordingly. Monitoring participants and understanding the institutes entrance

Intake and entrance level Good quality assurance is achieved when an educational institute can demonstrate that learners understand entry requirements, and why and how they are dealt with. Apart from that it also needs to be demonstrated as well as communicated that the entrance requirements are

Enrolment criteria Your institute has specified the formal requirement regarding enrolment as set by controlling bodies Learner information Learner information is collected (in accordance with

Can you proof that enrolment criteria are in balance with the aim of your education and potential participants are informed effectively? Is there an effective policy for those who do not meet the enrolment criteria? Are enrolment criteria, related policy as well as educational program integrated in such a way that they are considered exemplary for the objective of this VET program?


12

processes is part of a process of being able to continuous improve education and strive toward excellence. Another part of it is the way the institute responds to those participants that do not meet entry requirements.

in line with the objective of the VET program for all its customers.

the rules of controlling bodies) and the rationale of it can be explained

Can the institute demonstrate why learner information is collected and where it is used for? Can the institute also demonstrate how this information is used for program development as well as better progress of participants? Can the institute demonstrate to have an effective policy for continuous improvement of education in which learner information is used.

Accessibility The strive for educational excellence is also visible in the way the institute offers access to all potential learners for a specific VET program, offering support to specific needs as well as support to groups at risk.

Open access Your institute communicates the formal terms and conditions for participation as set by the controlling bodies.

Equal opportunity You institute is well aware of groups at risk and meets specified measure as set by controlling bodies.

Are these terms and conditions communicated effectively? Do they take into account the needs of different potential target groups for that VET program? Do you have an effective entrance policy at all levels of your institute? Can the institute demonstrate measures for groups at risk? Can the institute demonstrate that these measures are effective? Can you demonstrate the existence of an effective policy re groups at risk at all levels of your institute?


13

Indicator 4

EQAVET Framework


Indicator 4: Completion rate in VET programmes (check P,I, E, or R?)

Like participation rate the focus on completion rate is an important aspect of good education. But also a too narrow view on completion rate can easily steer away VET institutes from attending to their role, mission and objectives. Offering good quality of education is not only decided upon by having attractive education, full class rooms and a high completion ratio. More importantly it is also about having good learning outcomes and tailoring courses to the needs of students as well as the needs and demands of the labour market. Therefore for QA the focus on intended outcome is of crucial importance and institutes can further improve in excellence in the way they organise coaching, mentoring and tutoring to support participants in finishing a course.

CQAF-(A)VET theme:


Toward excellence:

The number of students which successfully close a VET course

In terms of perceived quality of an educational institute it is clear that high completion ratio’s give the impression of good performance of the institute. Too much attention for completion rates however draws away the attention of stakeholders (students, parents as well as employers) from the main task of VET education: successful training of competences and skills required to become a professional in a certain area. Therefore completion rate needs to perceived in relation with learning content, learning outcomes and objectives.

Outcome and accountability Focus on learning outcome should lead to success for learners as well as for the labour market and the funding stakeholders. QA therefore is about setting targets and demonstrating the achievement of set learning outcome, and on transparency of all this to all relevant stakeholders.

Stakeholder evaluation Your institute meets formalised requirements regarding outcome and accountability as set out by controlling bodies.

Do you limit your evaluation efforts to a realistic and limited set of indicators? Can you show that your stakeholders and customers evaluate your curriculum in a systematic way? Can you show that your stakeholders and customers evaluate also the delivery process of the course? Can you proof that your evaluation procedure is adapted to the purposes of your education? Can you proof that your evaluation policy is effective? Can you show involvement of independent experts in your evaluation policy and how this helps your institute to become an expert centre?

Curriculum Good quality assurance is achieved if an educational institute can prove that design and

Content development Your institute is able to demonstrate that aim and content of the curriculum

Can you demonstrate that your stakeholders are really committed to the aim, content and methodological approaches of your curriculum?


14

content of a course reflect purpose as well as future demands of all relevant stakeholders, especially those of the labour market. The institutes process can demonstrate how this connection is assured for.

are documented and meet the formalised requirements as set out by controlling bodies

Can you proof that the curriculum is meting the actual standards of the (group of) professions it is aiming at? Can you show that the curriculum takes into account future needs of the (group of) professions? Can you demonstrate active involvement of employer (organisations) in curriculum development and

delivery?

Coaching, mentoring and tutoring To contribute to the completion rate good quality assurance provides for clear tasks and roles for teaching staff regarding the support of participants through the different stages of a course.

Task and roles Your institute has formalised specific tasks and roles within the delivery of a curriculum. These formalisations meet the requirements as set out by your controlling bodies.

Can you demonstrate that the formalised roles and tasks all are also understood by your teaching staff? … that your teaching staff indeed acts accordingly? Can you demonstrate that these tasks and roles are a consequence of the needs of the learners? Can you demonstrate that they indeed are effective and efficiently used in respect of your learning outcomes?


15

Indicator 5

EQAVET Framework


Indicator 5: Placement rate in VET programmes (check P, I, E, or R?)

Good QA and a culture of quality need to assure not only that students do have a job after finishing their VET course. More important is that they have a job in the profession or group of professions the education is aiming at. What is the issue is: Does your VET programme actually work, does it deliver what it is required to do / has promised to deliver? Students may be able to find jobs in adjacent areas but this needs to be known by relevant stakeholders and considered as a valued outcome and purpose of education. Also outcomes need to reflect proper understanding of the labour market context including its future developments, enabling institutes to discuss and agree with their stakeholders and customers on outcomes to be met. QA needs to arrange for all this.

CQAF-(A)VET theme:


Toward excellence:

Describing the labour positions students have after successful completion of the VET education.

For VET real quality of education is reflected in whether participants not just get a job, but a job in the professional area they are trained for. Also whether they are able to function in that job in line with expectations of their employer. Even in situations when labour market opportunities are limited it still needs to be clear and transparent to all stakeholders and customers what the purpose of education is and what the outcomes are. For QA this requires focus on teaching the proper content, as well as on being transparent in what is achieved and whether this has

Curriculum Good quality assurance is achieved if an educational institute can prove that design and content of a course reflect purpose as well as future demands of all relevant stakeholders, especially those of the labour market. The institute’s process can demonstrate how this connection is assured for.

Content development Your institute is able to demonstrate that aim and content of the curriculum are documented and meet the formalised requirements as set out by controlling bodies. Employers involvement Your institute meets formalised rules regarding employer involvement as set by the controlling bodies.

Can you demonstrate that your stakeholders are really committed to the aim, content and meth. approaches of your curriculum? Can you proof that the curriculum is meeting the actual standards of the (group of) professions it is aiming at? Can you show that the curriculum takes into account future needs of the (group of) professions? Can you demonstrate active involvement of employer (organisations) in curriculum development and delivery? Can you demonstrate active employer involvement in further development of the curriculum? Can you demonstrate that your customers consider your


16

met the expectations of all involved. All this relates to the vision of the institute and how leadership deals with this.

curriculum of having

expert status?

Outcome and accountability Focus on learning outcome should lead to success for learners as well as for the labour market and the funding stakeholders. QA therefore is about a good understanding of the labour market, its context and future demands, and demonstrating the achievement of set learning outcomes. Transparency to all relevant stakeholders increases status and credibility.

Stakeholder evaluation Your institute meets formalised requirements regarding outcome and accountability as set out by controlling bodies Transparency Your institutes complies to the rules regarding provision of performance information Performance indicators Your institute uses the performance indicators as prescribed by the controlling bodies.

Does the institute arrange for evaluation of their education in a systematic way by all stakeholders? Is this evaluation policy effective and tailored to the different purposes of your education? For evaluation does your organisation also involve independent experts?

Do you communicate your vision, policy and performance information effectively? Can you proof its effectiveness for different stakeholders? Can you demonstrate how your transparency policy contributes to your expert position? Can you demonstrate that the establishment of relevant performance indicators are part of your curriculum development? Can you proof that your selection and use of indicators is effective for improvement of your education, for your stakeholders as well as your customers? Is your selection of performance indicators done in such a way that it enables an effective QA policy at all levels of your organisation?


17

Indicator 6

EQAVET Framework


Indicator 6: Utilization of acquired skills at the workplace (check P, I, E, or R?)

Good QA in this area is closely related to the core objectives of VET education: training staff in competences, skills and attitudes which are required to be able to fulfil the tasks and responsibilities of certain (group of) professions. Stakeholder as well as customer satisfaction contribute to provide answers on this issue. Training however is not restricted to only skills training. For good QA education programs need to take into account also more general required competences which assure for Life Long Learning and trainability of employees, as well as competences, skills and attitudes which relate to future requirements of the (group of) professions. To clarify and meet such objectives this requires a lot of attention for careful, effective and transparent communication between education, employers and alumni.

CQAF-(A)VET theme:


Toward excellence:

Using employers and employee feedback on usage of acquired skills in the professional setting of a particular VET program

For VET real quality of education is reflected in whether the VET program does what it promises: successful entrance of its participants in a certain professional area. Assuring for satisfied customers at both sides of the labour market. This is much more than just training a set of skills. Besides that in a quickly changing labour market it is also about sustainability (keeping your job) and trainability. Good VET education needs to take all these requirements into account. For QA this requires effective processes to agree on the proper curriculum

Curriculum Good quality assurance is achieved if an educational institute can prove that design and content of a course reflect current as well as future demands (competences, skills and attitude) of all relevant stakeholders, especially those of the labour market. The institutes’ process can demonstrate how these requirements are assured for in the educational content as well as through employer involvement.

Content development Your institute is able to demonstrate that it meets the formalised requirements as set out by controlling bodies. Employer involvement Your institute meets formalised rules regarding employer involvement as set by the controlling bodies.

Can you demonstrate that your stakeholders are really committed to the aim, content and meth. approaches of your curriculum? Can you proof that the curriculum is meeting the actual standards of the (group of) professions it is aiming at? Can you show that the curriculum takes into account future needs of the (group of) professions as well as of the labour market in general? Can you demonstrate active involvement of employer (organisations) in curriculum development and

delivery? Can you demonstrate active employer involvement in further development of the curriculum? Can you demonstrate that your customers consider your curriculum of having expert status?

Examination Good education is not only reflected in high passing

Recognition Your institute complies to the official

Can you demonstrate that the curriculum accreditation (it validation) is


18

content as well as on the way the learning outcomes are established and recognised.

ratios. More importantly is how the exam is valued by its stakeholders, especially those of the labour market, since this will facilitate successful as well as sustainable entry.

accreditation standards as set out by the controlling bodies.

recognised/confirmed by all relevant stakeholders including alumni? Can you demonstrate that this recognition also covers for future demands (including lifelong learning)? Has your curriculum achieved expert status as stated by independent experts in the professional area it covers?

Outcome and accountability Focus on learning outcome should lead to success for learners as well as for the labour market and the funding stakeholders. QA therefore is about a good understanding of the labour market, its context and future demands, and demonstrating the achievement of set learning objectives.

Stakeholder evaluation Your institute meets formalised requirements regarding outcome and accountability as set out by controlling bodies Performance indicators Your institute uses the performance indicators as prescribed by the controlling bodies

Does the institute arrange for evaluation of their education in a systematic way by all stakeholders, including alumni? Is this evaluation policy effective and tailored to the different purposes of your education? For evaluation does your organisation also involve independent experts? Can you demonstrate that the establishment of relevant performance indicators are part of your curriculum development? Can you proof that your selection and use of indicators is effective for improvement of your education, for your stakeholders as well as your customers? Is your selection of performance indicators done in such a way that it enables an effective QA policy at all levels of your organisation?


19

Indicator 7

EQAVET Framework


Indicator 7: Unemployment rate (check P,I, E, or R?)

Good QA in this area is closely related to the core objectives of VET education: training staff in competences, skills and attitudes which are required to be able to fulfil the tasks and responsibilities of certain (group of) professions. Clearly, unemployment is not one of the intended outcomes. Preventing unemployment is for one part related to having up to date and relevant content of education, based on proper knowledge of the current and future labour market and assuring for employer involvement in establishing objectives of education as well as delivering the education (see indicator 5 and 6). Another factor however are the participants itself. QA needs to prevent that participants follow a career path that does not meet their needs and ambition thus preventing people starting a non-desired career path. Last but not least course choice is also based in the way (motive, message) an institute is promoting its education.

CQAF-(A)VET theme:


Toward excellence:

Unemployment statistics of graduates

As already mentioned for indicators 5 and 6 real quality of education is reflected in whether the VET program delivers what it promises: successful entrance of its participants in a certain professional area. If QA assures for meeting the demands of the labour market, unemployment is actually not something unforeseen. It becomes an institutes choice to act upon knowledge or not. Apart from this QA needs to assure that participants who do not possess required skills, competences and attitudes in time are warned and informed, to prevent future disappointments as

Leadership Leadership is demonstrated in the way the institutes deals with the reasons and objectives of its education and the way it promotes its education toward its stakeholders and clients. Being a policy, for QA this policy is part of the institute’s strive for continuous improvement. Part of this policy is arranging for the proper career guidance and care structure.

Vision You institute is able to meet the obligatory requirements on reporting about results.

Can you prove that the institutes’ learning outcome has met the intended purpose of the education? Can the institute proof that its knowledge of education, labour market needs and those of the target group are reflected in goal setting as well as in outcomes achieved? Can the institute proof that it has an effective policy for all stakeholders / customers re determination and goal setting as well as on outcomes achieved?

Guidance and care structure Focus on guidance and care policies assures for the institute’s capacity to address participants study

Guidance and care structure Your institute meets the formalised requirements regarding guidance and

Are the arrangements regarding guidance and care services tailored to the needs of all participants? Can the institute demonstrate that


20

well as unemployment. This puts demands on leadership processes as well as on those concerning career guidance and care.

and career questions. Also it enables the institute the address participants needs and capacities in a way that does credit to the objectives of its education as well as the capacity of the participants. Thus preventing mismatches as well as disappointments of its customers.

care as prescribed by the controlling bodies.

these arrangements are communicated effectively to the participants? Can the institute demonstrate these services are efficient and effective in relation to the objective of VET education as well as to the needs of participants? Can the institute demonstrate to have an effective policy (at all levels of the institute) regarding guidance and care which contributes to the objectives and outcome of its education?


21

Indicator 8

EQAVET Framework


Indicator 8: Prevalence of vulnerable groups (check P, I, E, or R?)

The assurance of access of vulnerable groups toward VET education is part of the core objective of VET education: it is about inclusion and equal opportunities, offering the option of VET education to all citizens who are in need for VET training. Attention for vulnerable groups as well as for the creation of equal opportunities reflect one of the basic values of our democratic society. This puts demands on QA procedures and on the a culture of quality since successful entry and completion of VET programmes is a combination of supporting measures to be taken, evaluated and improved, as well as of all staff being aware and capable of dealing with vulnerable groups and of creating and realising equal opportunities. Last but not least QA in this area is also closely related to the institutes’ vison on the purpose of education.

CQAF-(A)VET theme:

Indicator and description:

Toward excellence:

What mechanisms are in place to support successful VET participation of vulnerable groups? Information regarding participation rate of vulnerable group within certain region’s (gender, age); information re success rate (gender, age) as compared to inflow.

In EQAVET indicator 4 addresses successful completion rate of Vet programmes. Now the focus is also at equal opportunity policy as well as the way the VET institutes deals with vulnerable groups within the region in which the VET institutes operates. Open access and equal opportunities are considered core elements of our society. Does the VET institute actively promote these values and does it arrange for achieving them accordingly? For QA in this area it means that the institute knows what the vulnerable groups are, and that active inclusion is part of its’ vision on education. Also it is

Accessibility Good accessibility is demonstrated in the way the institute offers access to its programs to all potential participants, not only arranging for access of only the best students, but for all potential learners of a particular VET program. However accessibility can be limited by the objectives of certain VET programs or by the demands set by certain stakeholders. A VET institute can distinguish itself in the way it discusses, promotes and arranges for open access.

Open access Your institute meets formalised rules regarding terms and conditions for participation as set by the controlling bodies Equal opportunities Your institute has arranged for measures re equal opportunities as prescribed by the controlling bodies.

Can the institute demonstrate that its terms and conditions have been promoted effectively to all potential target groups? Can de institute demonstrate that its terms and conditions take into account the needs, circumstances and possibilities of the different potential participants? Can the institute demonstrate to have an effective policy at all levels of the organisation proving open access? Is the institute able to demonstrate to have specific measures for groups at risk? Is the institute able to demonstrate that these measures are effective for the different groups at risk? Can your institute demonstrate having an effective policy operating at all levels


22

about the usage of performance indicators which measure the impact of their access policy at all levels of the institute as well as of their guidance and care structure. Again this also puts a demand on leadership to promote this and keep staff involved.

which assures open access and successful completion of its VET programmes?

Guidance and care structure Focus on guidance and care policies assures for the institute’s capacity to address participants study and career questions. Also it enables the institute the address participants talents, needs and capacities in a way that does credit to societal demands and values, the objectives of its education as well as the talents and capacity of the participants. Thus preventing waste of talent, mismatches as well as disappointments of its customers.

Guidance and care structure Your institute meets the formalised requirements regarding guidance and care as prescribed by the controlling bodies

Are the arrangements regarding guidance and care services tailored to the needs of all potential participants? Can the institute demonstrate that these arrangements are communicated effectively to the potential participants? Can the institute demonstrate these services are efficient and effective in relation to the objective of VET education as well as to the needs of all (potential) participants? Can the institute demonstrate to have an effective policy (at all levels of the institute) assuring for equal opportunities, which contributes to the objectives and the outcome of its education?

Performance indicators Your institute uses the performance indicators re equal opportunities and vulnerable groups as prescribed by the controlling bodies

Can you demonstrate that the establishment of relevant performance indicators are part of your curriculum development? Can you proof that your selection and use of indicators is effective for improvement of your education, for your stakeholders as well as for all your (potential) customers? Is your selection of performance


23

indicators done in such a way that it enables an effective QA policy re equal opportunities at all levels of your organisation?


24

Indicator 9

EQAVET Framework


Indicator 9: Mechanism to identify the need of the labour market (check P, I, E, or R?)

The core objectives of VET education is about training staff in competences, skills and attitudes which are required to be able to fulfil the tasks and responsibilities of certain (group of) professions. Not only for meeting current labour market demands but as well also to prepare professionals to be able to meet future demands. For good QA education programs need to take into account also more general required competences which assure for Life Long Learning and trainability of employees, as well as competences, skills and attitudes which relate to future requirements of the (group of) professions. Mechanisms to identify, communicate and continuously improve education involve processes through which employers as well as alumni are contributing to define the content, outcomes, delivery and evaluation of VET courses of the institute (see also indicator 5 and 6).

CQAF-(A)VET theme:


Toward excellence:

Mechanisms utilised to gather information on labour market needs, including information regarding their effectiveness

For VET the quality of education is reflected in whether the VET program does what it promises: successful entrance of its participants in a certain professional area. This is much more than just training a set of skills. Besides that in a quickly changing labour market it is also about sustainability (keeping your job) and trainability of staff. Good VET education needs to take all these requirements into account. QA processes therefore consist of organizing input, active involvement and commitment of employers in VET

Curriculum Good quality assurance is achieved if an educational institute can prove that design and content of a course reflect current as well as future demands (competences, skills and attitude) of all relevant stakeholders, especially those of the labour market. The institutes’ processes can demonstrate how these requirements are assured for through employer and alumni involvement for defining content and outcomes, in its delivery, and in its evaluation and

Content development Your institute is able to demonstrate that it meets the formalised requirements as set out by controlling bodies Employers involvement Your institute meets formalised rules regarding employer involvement as set by the controlling bodies

Can you demonstrate that your stakeholders, especially employers and alumni are really committed to the aim, content and methodological approaches of your curriculum? Can you proof that the curriculum is meeting the actual standards of the (group of) professions it is aiming at? Can you show that the curriculum takes into account future needs of the (group of) professions as well as of the labour market in general? Can you demonstrate active involvement of employer (organisations) in curriculum development and delivery? Can you demonstrate alumni involvement in evaluation and improvement of your curriculum?


25

education itself, as well as in its examination and evaluation processes. Also since alumni provide valuable feedback related to competences and skills matches as well as on development at the workplace QA processes arrange for their involvement too. To arrange for this will put high demands on communication processes.

further improvement.

Can you demonstrate active employer and alumni involvement in further development of the curriculum? Can you demonstrate that your customers consider your curriculum of having expert status?

Examination Good education is not only reflected in high passing ratio’s. More importantly is how the exam is valued by the employers and alumni since this provides feedback regarding successful as well as sustainable job entry as well as the prevention of potential mismatches..

Closure protocol and examination(criteria) The closure protocol / exam regulation meet the requirements as set out by the controlling bodies. Recognition Your institute complies to the official accreditation standards as set out by the controlling bodies

Can you demonstrate that you criteria are communicated effectively to all those involved? Can you demonstrate that the examination criteria reflect employer and employee needs for that particular profession or group of professions? Can you demonstrate that examination criteria also cover future needs in a for employers and alumni recognisable way? Can you demonstrate that your examination criteria reflect expert standards? Can you demonstrate that the curriculum accreditation (its validation) is recognised/confirmed by all relevant stakeholders including alumni? Can you demonstrate that this recognition also covers for future demands (including lifelong learning)? Has your curriculum achieved expert status as stated by independent experts in the professional area it covers?


26

Indicator 10

EQAVET Framework


Indicator 10: Schemes used to promote better access to VET (check P ,I, E, or R?)

Good QA covers policies which relate to one of the core objectives of (public funded) VET education: offering accessible education to all citizens who are having a learning need in the VET area. This actually is one step further than looking at learning programs and assure that they give credit to equal opportunities, or by offering access to vulnerable groups (indicator 8). It is also about whether education itself is excluding certain potential learners, since for them there yet are no programs on offer. It is about the institutes awareness of the state of education as such, of its potential mismatches towards specific groups. It is about leadership promoting the core objectives of education, and facilitate developments to assure wide access.

CQAF-(A)VET theme:


Toward excellence:

Mechanisms at institute level which arrange for improved access of the VET programmes offered, as well as information regarding their effectiveness.

Open access, education for all, and equal opportunities are considered core elements of our society. Does the VET institute actively promote these values and does it arrange for to achieve them accordingly? For QA in this area it means that the institute knows what the vulnerable groups are, and active inclusion is part of its’ vision on education. Also the institute is capable of reflecting on its general educational task and propose and implement corrective measure to contribute to education for all. This puts a demand on the leadership of the institute to promote this, monitor this and keep staff involved in achieving the

Accessibility Good accessibility is demonstrated in the way the institute offers access to its programs to all potential participants, not only arranging for access of only the best students, but for all potential learners of a particular VET program. However accessibility can be limited by the objectives of certain VET programs or by the demands set by certain stakeholders. A VET institute can distinguish itself in the way it discusses, promotes and arranges for open access.

Open access Your institute meets formalised rules regarding terms and conditions for participation as set by the controlling bodies Equal opportunities Your institute has arranged for measures re equal opportunities as prescribed by the controlling bodies.

Can the institute demonstrate that its terms and conditions have been promoted effectively to all potential target groups? Can de institute demonstrate that its terms and conditions take into account the needs, circumstance and possibilities of the different potential participants? Can the institute demonstrate to have an effective policy at all levels of the organisation proving open access? Is the institute able to demonstrate to have specific measures for groups at risk? Is the institute able to demonstrate that these measures are effective for the different groups at risk? Can your institute demonstrate having an effective policy operating at all levels which assures open


27

institutes objectives.

access and successful completion of its VET programmes?

Leadership Leadership is demonstrated in the way the institutes deals with the reasons and objectives of its education and the way it promotes its education toward its stakeholders and clients. Demonstrating commitment to societies wish of offering education to all, this commitment is part of the institute’s strive for continuous improvement.

Vision You institute is able to meet the obligatory requirements on reporting about access results. Systematic evaluation Your institute registers the obligatory information.

Can you prove that the institutes’ learning outcome has met the intended purpose of the education? Can the institute proof that its knowledge of education, labour market needs and those of the target group are reflected in goal setting as well as in outcomes achieved? Can the institute proof that it has an effective policy for all stakeholders / customers re determination and goal setting as well as on outcomes achieved? Do you collect and or register additional information for improvement of your educational services and of your educational objectives? Do you have an effective policy for evaluating and improving all your objectives, services, staff and organisation? Can you proof how your quality cycle has contributed to the institution’s expert position and the general objective of education?

Nqafvet guidelines english

Education

Transcript of Nqafvet guidelines english