- 1.Some Preliminary InformationCittadella, 11.01.2013QUALITY
MANAGEMENT APPROACHES TOESTABLISHING A QUALITY CULTUREWITHIN VET
INSTITUTIONS
2. Externalapproachesanalysed in aprevious studyInternal
aproaches/Scope of current study 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. Aim of the CEDEFOP studyA European HANDBOOK for VET
providerssupporting Internal Quality Management andQuality
culture... accompanied by practical tools 5. 16 National Cases in
13 Member States:Austria, Belgium, Estonia, Finland, France (2),
Germany (2) ,Hungary, Italy (2) , Netherlands, Portugal,
Romania,Slovenia, UK/Scotland4 Sector Cases:Automotive Industry
(CZ); Design/Industry, RelatedServices (IT); Social
Services/Rehabilitation (DE); MaritimeManagement, Navigation and
Engineering (LT)Methodology I - Sample 6. Team of research experts
enacting case studiesCommon methodology: Guidelines,
questionnaires, templatesfor data-collectionOn-site visits of
selected VET institutionsIn-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. 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. 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.
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. IndicatorsOften 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
confusionLack of coherency missing set of interrelated indicators)
11. Self-assessment Different functionsFormal 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. Commitment, support and
participation of the head ofmanagementInvolvement of staff in the
self-assessment exercise + a corequality team to coordinate and
integrate the self-assessmentactivitiesOpenness towards data, facts
and potential changesDecisions on improvement strategies based on
the self-assessment resultsAgreement amongst staff on the
improvement actionsProper information on processes and results on a
continuousbasisPreconditions for successfulself-assessment 13.
Self-assessment +Improvement strategyPriorities and overall
strategies for achieving improvementDetailed and operational
objectives, whose achievementcan be monitored and measured by
appropriate indicatorsSpecific actions to be implemented within
reasonable timeperiodProvision of resources to turn improvement
actions intorealityIdentification of individual responsibilities in
the process ofimprovementDefinition of indicators allowing to
monitor the progress ofactivities and the status of the problem to
be solved 14. Impacts on teachingand learningMore transparent
student assessmentBetter division of curricular contentStronger
coordination of teaching in classesHigh satisfaction rate of
studentsMore individualized learningEnhanced use of
e-learningDevelopment of blended-learning concepts 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. Establishing a quality
policyDefinition of the mission and the vision of the VET
institutionDefinition of a set of institutional objectives for
theorganisation and the related indicatorsDefinition of a quality
strategy outlining the aims of having aquality management system in
operationCommitment of the management towards
qualitymanagementProvision of the necessary resources for the
operation of thequality management system 17. Different concepts of
quality 18. Role of external support structuresA reliable -
national or regional - general framework for qualitymanagementA
guide for enacting self-assessmentA lean set of coherent and
clearly operationalized indicatorsA small number of - preferably
electronic - tools and forms forvalid data-collection and
data-processingCapacities for training of staff of VET institutions
inprofessional quality managementAn initial consultation on how to
apply and performthe quality cycle 19. Thank you for your
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