Quality Assurance in Education and Training - European context -

Project financed under Phare

EUROPEAN UNION

MERI/ NCDTVET - PIU

Material produced under Phare 2006 financial support Phare TVET RO RO2006/018-147.04.01.02.01.03.01

Quality Assurance in Education and Training

- European context -


EUROPEAN UNION

MERI/ NCDTVET - PIU


European milestones

• Copenhagen Declaration (2002) – quality assurance in vocational education and training becomes a priority at European level

• In 2003, at the initiative of European Commission, the Common Quality Assurance Framework (CQAF) is developed - a reference meta-framework to support cooperation in the field between EU member states; CQAF comprises:– a model based on the quality cycle (Planning –

Implementation – Evaluation – Review)– a methodology focused on training providers self-

assessment, combined with external evaluation– a set of quality indicators


EUROPEAN UNION

MERI/ NCDTVET - PIU


European milestones

• In 2007, CQAF is revised and a proposal for a European Quality Assurance Reference Framework (EQARF) is developed, to include:– A set of common quality criteria, detailed at system and provider

level– A set of quality indicators

• CQARF supports the implementation of the European Qualifications Framework (EQF), of the European Credit System (ECVET) and of the Common European Principles for the identification and validation of non-formal and informal learning

• In April 2008 the European Parliament formulated a proposal for a recommendation on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training


EUROPEAN UNION

MERI/ NCDTVET - PIU


CQARF – set of quality indicators

Indicator Type of indicator No 1 Relevance of quality assurance systems for VET providers:

– share of providers applying a quality management system– share of accredited providers

Context / Input

No 2 Investment in training of teachers / trainers:– share of teachers/ trainers participating in further training– amount of funds invested

Input / Process

No 3 Participation rate in VET programmes Input / Process / Output


EUROPEAN UNION

MERI/ NCDTVET - PIU



Indicator Type of indicator No 4 Completion rate in VET programmes Process / Output / Result

No 5 Graduates placement rate:– destination of graduates after 6, 12, 36 months – share of employed graduates in 6, 12, 36 months

Result

No 6 Utilisation of acquired competences at the workplace:

– information on occupation– satisfaction rate of graduates and employers with acquired competences

Result


EUROPEAN UNION

MERI/ NCDTVET - PIU



Indicator Type of indicator No 7 Unemployment rate Context

No 8 Prevalence of vulnerable groups:– percentage of participants in VET classified as disadvantaged groups– success rate of disadvantaged groups

Context

No 9 Mechanisms to identify training needs in the labour market:

– information on mechanisms set up– evidence of their usefulness

Context / Input

No 10 Mechanisms to improve access to VET:– information on mechanisms set up– evidence of their usefulness

Process


EUROPEAN UNION

MERI/ NCDTVET - PIU


Common Principles for Quality Assurance (QA) in HE and Vocational Education and Training

(Annex III to EQF) - 1

• Quality assurance policies and procedures should underpin all EQF levels

• Quality assurance should be an integral part of the internal management of education and training institutions

• QA should include regular evaluation of institutions, their programmes or their quality assurance systems by external monitoring bodies or agencies

• External monitoring bodies or agencies carrying out quality assurance should be subject to regular review

• Quality assurance should include context, input, process and output dimensions, while giving emphasis to outputs and learning outcomes


EUROPEAN UNION

MERI/ NCDTVET - PIU




• Quality assurance systems should include the following elements:– clear and measurable objectives and standards– guidelines for implementation, including stakeholder

involvement– appropriate resources– consistent evaluation methods, associating self-

assessment and external review– feedback mechanisms and procedures for

improvement – widely accessible evaluation results


EUROPEAN UNION

MERI/ NCDTVET - PIU




• QA initiatives at international, national and regional level should be coordinated in order to ensure overview, coherence, synergy and system-wide analysis

• Quality assurance should be a cooperative process across education and training levels and systems, involving all relevant stakeholders, within Member States and across the Community

• QA orientations at Community level may provide reference points for evaluations and peer learning.


EUROPEAN UNION

MERI/ NCDTVET - PIU


Recommendations of the Graz Conference ”Quality Assurance in Higher Education

and Vocational Education and Training”

• To promote and consolidate partnerships between VET and HE in quality assurance – including e.g. future peer learning activities

• To promote Common Principles for Quality Assurance in HE and Vocational Education and Training, in the EQF context (Annex III to EQF) at European/national/regional/local/sectoral level and develop mechanisms for their implementation on a voluntary basis

• support the building of pathways and links between qualifications at VET and HE (e.g. through the EQF)

• To promote joint actions at national and European level – e.g. projects, products, conferences, seminars and to support learning networks

• To establish contact points between ENQA and ENQA-VET e.g. regular meetings, and mutual representation at both bodies General Assembly meetings

Quality Assurance in Education and Training - European context -

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