OpenQAsS - Quality Management in the Vocational and Adult Education

OpenQAsSOpenSourceQualityAssuranceSystemfor

VocationalEducation2014-1-HU01-KA202-002356

ERASMUS+StrategicPartnership

2014-2017

QualityManagementintheVocationalandAdultEducation

NationalReportHungary

SZÁMALK-iTStudyHungaryLtd.Budapest,10thMay2015.

OpenQAsS 2014-1-HU01-KA202-002356

ThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispublication[communication]reflectstheviewsonlyoftheauthor,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein.

2-57

Documentdata

Author: Balassa Ildikó, Dr. Száldobágyi Zsigmond, Dr. Bessenyei István,HartyányiMária,ModlaRéka

Version: PublishedTheme: NationalReport-Hungary

Outcome: O1_QA_System_in_European_VET_institutionsDate: 10May2015

DocumentType: studyFile: OpenQAsS_Quality_Assurance_VET_Hungary.docx

Lector: ZsoltRétsághyProductID: O1-A2-HU

Targetgroup: Partners

TableofContent

1 HungarianEducationalSystem.......................................................................................................4

1.1 Theeducationalattainmentofthepopulationandlearningpathways................................4

1.2 TheHungarianeducationsystemsince2013........................................................................6

1.3 Vocationaleducationandtrainingandadulteducation.......................................................7

1.3.1 Stateregulatedvocationaleducationandtraining...........................................................7

1.3.2 Adulteducationandadulttraining....................................................................................9

2 LEGALOBLIGATIONSANDRECOMMENDATIONSFORIVET/CVETANDADULTEDUCATION........11

2.1 Commonprovisions.............................................................................................................11

2.2 Thelegislativeenvironmentofschool-basedvocationaltraining.......................................12

2.3 Legalframesofadulteducation..........................................................................................13

3 Qualitymanagementinschools....................................................................................................14

4 REVIEWOFTHEEXISTINGICTSOLUTIONS....................................................................................28

4.1 ITsystemsusedintheHungarianschoolssystem...............................................................28

4.2 OpenQAsSToolkit–azesettanulmányokbanmegfogalmazottjavaslatok..........................29

5 CoherenceofnationalqualityassuarencesystemandEquavet...................................................31

6 Executivesummary.......................................................................................................................37

7 Vezetőiösszefoglaló.....................................................................................................................39

8 ANNEXES.......................................................................................................................................44

8.1 CaseStudyI.:SZÁMALK-SzaléziPost-SecondaryVocationalSchool....................................44

8.1.1 Introduction.....................................................................................................................44

8.1.2 Thebasicschooldata......................................................................................................44

8.1.3 Theadulteducationandtrainingregulationpassedin2014..........................................44

OpenQAsS 2014-1-HU01-KA202-002356


3-57

8.1.4 Thegeneralframeworkofschool’sTQM-system............................................................45

8.1.5 TheSchoolCVETQualityAssuranceManual’sindicators................................................45

8.1.6 Schoolleaders’proposalontheplannedOpenQAasinterface.......................................45

8.2 CaseStudyII.:NándorHandlerVocationalSchool,Sopron.................................................46

8.2.1 Summary.........................................................................................................................46

8.2.2 Thebasicschooldata......................................................................................................46

8.2.3 Theschool'sparticipationinEuropeanqualitymanagementinitiatives.........................47

8.2.4 CharacteristicsoftheappliedQMS.................................................................................48

8.2.5 Thecurrentqualityobjectives.........................................................................................48

8.2.6 A/TheICTbenchmarkingschoolimprovementstrategy.................................................48

8.2.7 Theinternalflowofinformationandknowledgesharingrestructuring.........................49

8.2.8 Headmaster’sproposalsondevelopingOpenQAassoftware.........................................51

8.3 Bibliography.........................................................................................................................55

9 OpenQAsSProjectBasics..............................................................................................................57

OpenQAsS 2014-1-HU01-KA202-002356


4-57

1 Hungarian Educational System Hungarycoversanareaof93,030squarekilometresandhasapopulationof10million.The98%oftheinhabitantshasHungarianmothertongueandmostofthemhaveHungariannationality.

InlinewithEuropeantendenciesourcountry’spopulationisaging.Whiletheshareofpeopleabovethe age of 50 among the active population is increasing, the number of school-aged children isdecreasing. This on the one hand might lead to decreasing number of students in the initialvocationaleducationandtrainingsystem–informaleducation–andontheotherhandcouldleadtoagrowingdemandforcontinuousvocationaltrainingsanddifferenttypesofadulteducation.

1.1 TheeducationalattainmentofthepopulationandlearningpathwaysMostofstudents(98-99%)finishesthe8thclassofprimaryschoolattheageof16.Afterthepoliticaltransitionsatisfyingthesignificantlygrowingsocialdemandforschooltypesleadingtoschoolleavingexamination(Maturata)becameoneofthemainpurposesofeducationpolitics.Besidesthedemandfor this particular qualification more people needed it as the entrance requirement for highereducation. Vocational programmes did not lead to this exam what was one of the reasons theirprestigedecreasedinfavourofvocationalsecondaryschoolsandsecondaryschools.

Thegraphbelowshowsthebreakdownofthefull-timestudentsat9thgradeanditschangesbetween1990and2012.

Fig.1:Distributionofstudentsbyprogrammes,1990-2013;Source:’KSH’DatabaseofStatistics(STADAT),2014

The adjustments in the policy should indicate a growing number of applicants to vocationaleducation.Theintroducedeffectivemeasureswillbeaddressedinthefollowingchapter.

Thetablebelowshowsthatthelastschoolyearhasnotdeliveredtheresultsyetandsignificantshifttowardshighnumberofstudentsin9thgradehasnotoccurredeither:

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Distriburonofstudentsbyprogrammes,1990-2013

GrammarSchool SecondaryVocaronalSchool SecondaryandSpecialSecondarySchool

OpenQAsS 2014-1-HU01-KA202-002356


5-57

2013/2014schoolyear(full-time)

Typeofschool

Numberof

students

%oftotalupper

secondary

Vocationalschool(SZI)Generaleducationgrades(9-10) 14026 3,12%VETgrades(11,11-12,11-13) 99440 22,13%Total 113466 25,25%

Secondaryvocationalschool(SZKI)

Generaleducationgrades(9-12) 150419 33,48%VETgrades(13-14/15) 53096 -Total 203515 -

Grammarschool Generaleducation(grades9-12/13) 185440 41,27%Totaluppersecondarylevel 449325 100,00%

Fig.2:2013/2014schoolyear;Source:’KSH’DatabaseofStatistics(STADAT),2014

LikeinothercentralandeasternEuropeancountriestherateofupper-secondarygraduatesishigherthantheEUaverageinthe20-24agegroup.Howevertherateofupper-secondarygraduatesdidnotincreaseinthewholepopulationandhighdrop-outrates(11,2%)arestillaseriousissue.

In the past years the Government introduced several provisions to enhance participation inadulttraining. Despite these efforts Hungary is lagging behind the EU average. Involvement in lifelonglearningisatverylowlevel.Itwassteadilydecreasingbetween2005and2013andslowlyincreasinginthepasttwoyears.Howevertheenvisaged8%isfarfrombeingfulfilled.

Fig.3:Source:’KSH’DatabaseofStatistics(EUROSTAT),2014

OpenQAsS 2014-1-HU01-KA202-002356


6-57

1.2 TheHungarianeducationsystemsince2013Thereformsoftheeducationsystemhadseveraldeterminingmilestones.Themostrecentcametoforceonthe1stofSeptember2013.

Though these adjustments also affected the structure the emphasis were on the organisation,management,finance,entranceandoutcomerequirementsandcontentissues.

ThefigurebelowintroducesthestructureoftheHungarianEducationSystem(byISCED1997levels).

Fig.4:Source:VetinEurope–Countryreport(Hungary),2012,ObservatoryCentreforEducationalDevelopment

OpenQAsS 2014-1-HU01-KA202-002356


7-57

Relevantinformationconcerningthefigure:

• Adulteducationprogrammesareavailableoneveryleveloftheeducationsystemevenforseniorcitizens.

• Vocationalsecondaryprogrammeswithbilingualpreparationyearare5yearslonginsteadof4.Bilingualsecondaryschoolprogrammesalsotake5/7/9yearsinsteadof4/6/8.

• Bridge II programme:Oneyear longprogramme for those school-aged studentswhodoesnothaveprimaryschoolqualificationintheschoolyearinwhich(s)heturnsfifteenincase(s)hehassuccessfullycompletedsixyearsintheprimaryschool.

• Bridge I. programme: One year long preparatory programme for students who have finishedprimaryschool.Italsohascareerguidanceelements.

• Special education programmes for studentswith special education needs (SEN): the length ofthese programmes are not regulated by provisions. The training provider specifies it in theframeworkcurriculumofthe(partial)qualification.

• Thenumberofschoolyearsinvocationaleducationbuiltonsecondaryeducationcanbehigher.• Besidesadulttrainingseveralprogrammesareavailablefortheminadulteducation(master

craftsmenqualifications,higherlevelqualificationsoftheNationalVocationalQualificationsRegister).

1.3 VocationaleducationandtrainingandadulteducationInourknowledge-basedsocietyknowledgebecamethemostimportantvalue-addingfactor.Takinginto account that the scientific and technological development is growing progressively theeducationsystemsfacenewchallengesworldwide.Anewinstitutionalsystemshouldbeestablishedwhichisabletosatisfythelocalandregionalemploymentneedscontinuously.ThiseducationsystemshouldontheonehandharmonisetheindividualandsocialneedsinlinewiththephilosophyoftheLifelong Learning; on the other hand should develop its vocational and methodologicalpreconditions.Theclassicwaysofknowledgetransferseemslessandlesseffective.Insteadofthesenewteaching,learningstrategiesandtoolssatisfytherevisedneedsofthesociety,theeconomyandthelabourmarket.

Theaimofeducation istoreachadefined levelof learningoutcomeswhichcanbedescribedwithknowledge,skillsandcompetenceswhichareneededtoobtainacertainqualification.

1.3.1 StateregulatedvocationaleducationandtrainingSincethepolitical transitionthreemajortransformationsshapedtheeducationsystempartially,orasawhole.TheintroductionoftheNationalVocationalQualificationsRegister(NVQR)in1993canberecognizedasthefoundationofthevocationaleducationandtrainingwhichstructurewasfinalizedbythesignificantreformof1998.

Thenewvocationaleducationandtrainingwhichreplacedtheformalsystemcouldbedividedtoageneral knowledge acquisition section within the framework of career orientation which werefollowed by the grades of vocational training (2+2).More than half of the trainings had an extragradeadded(2+3)whichprovisionneitherresultedmorepreparedstudentsnorwereconfirmedbythelabourmarket.Itdidnotdecreasethedrop-outratessignificantlyeither.

In the past years several initiatives tried to redesign vocational education and boost its status. Inparallelwiththeexistingstructureshortercyclepilotprogrammeswerestartedin2010involving86

OpenQAsS 2014-1-HU01-KA202-002356


8-57

professions. Themost recent formof vocational education and trainingwere introduced after thereductionof the age limit of compulsory education to16 years. It’smost importantnovelty is theincreasedvolumeoftrainingandthedecreasedvolumeoftheacademiceducation.Theworkbasededucation were introduced to emphasise a dual system which proved to be very successful inGermany.Itaimstoaredistributetheeducationandtrainingtoincreasetheinvolvementoffirms.

In 2010 the Government entered into an agreement with Hungarian Chamber of Commerce andIndustry (HCCI) toenhancethis initiative.TheHCCIplaysan increasingroleandtakesover tasks inthemanagement of vocational education and training. The new Act on Vocational Education andTrainingwhichcametoforcein2011introducedthedualsystembythe2013/2014schoolyear.Thenewstructurewasdesigned–asthefigureshows–tobethreeyearslongandtodelivergeneralandvocationalelementsinparallel(ISCED3C).Aftertwopreparatoryyearstudentsmayattendonschoolleavingexamination(Maturata).

ThetwoBridgeprogrammescomplementedthisleaningpathwayasthe“BridgeI.Programme”isapreparatoryprogrammeforstudentswhohavefinishedprimaryschool. Italsohascareerguidanceelementsandlastsoneschoolyear.

SpecialeducationandskillstrainingprogrammesareforSENstudents(ISCED2C).

Vocationalsecondaryeducation

Thefouryearlongvocationalsecondaryeducationprogrammes(fiveyearsifbilingual)offergeneralandpreparatoryeducation(ISCED3A)whichpreparefortheschoolleavingexamination(Maturata).Thestudentsthenmaychoosetoentera1-3year longpost-secondaryprogramme(ISCED4C)orahigher education programme. The new Act on Vocational Education and Training and the Act onNationalPublicEducationwhichcame to force in2011 introduced important structural changes intheinstitutionalvocationaleducationandtrainingsystem.Sincethe2013/2014schoolyeartrainingprogrammesaretobestartedaccordingtothenewregulation.

However the new structure also affects qualifications outside the NVQR. Training programmesdelivergeneralandvocationalelementsinparallelfromthe9thgrade.Thismeansthatasitisinthecontent(accordingtotheframeworkcurricula)alltrainingprogrammesofferavocationalandsectorspecific education at 9-12 grades completed by a vocational school leaving examination. Thequalificationonegetqualifiestheholdertooccupyapost.

Iftheywishtocontinuetheirstudiesinvocationaleducationandtrainingtheymaychoosefrom1-3yeartrainingprogrammesregisteredintheNVQRaccordingtotheirpreparatorystudies.

Theneweducationsystem introducedby the2013/2014schoolyearnarrowedthetransition fromvocationalorvocationalsecondaryeducationtohighereducation.Thegeneralcontentdecreasedsodrastically in vocational education and training that it almost blocked the educational pathwaytowards higher education. The number of hours for general contentwere reduced (by 20-30%) invocationalsecondaryeducationandfurthermoretheoptional“0”schoolyearwhichhadthepurposetostrengthenlanguageandICTskillswereremovedfromthesystemofeducation.Thesefactorsalltogether reducethechanceof the learners tosuccessfullypasseither theadvancedschool leavingexaminationorthelanguageexamwhicharerequirementstoenterhighereducation.

OpenQAsS 2014-1-HU01-KA202-002356


9-57

Vocationaleducationinhighereducation

AsanoutcomeofaPhareprogramhighervocationalprogrammeswereintroducedtolearnerswithschoolleavingexamination.

Theseprogrammesdonotprovideahighereducationdegreebut ahigher vocationalqualification(ISCED5B). Its initialpurposewastoofferashortcycleandmodularprogramme,whichcansatisfymoreflexiblytheneedsofthelabourmarket.Thistypeofprogrammehadagreatadvantage.Whileitwas to prepare the students for highly skilled jobs the credit transfer systemhelped thosewhowishedtocontinuetheirstudies inhighereducation.Bothvocationalsecondaryschoolsandhighereducationinstitutionscouldstarttheseprogrammesbutsadlyonlyuntil2012.

Thecontentandqualityrequirementsofvocationalprogrammes

Theprofessionalandexaminationrequirements(SZVK)andframeworkcurriculadefinesthecontent,structure,therateofthetheoryandpracticeofallvocationalqualificationswhichareregisteredintheNVQR.

Both documents are mandatory for every vocational institutions furthermore the moduledescriptions and their content must be taken into consideration when developing the local(institution)curriculum.

Theharmonisationofvocationalcontent,thejoinedapplicationofgeneralandvocationalframeworkcurricula and following their regulations are very important in the development of qualityrequirementsinbothformsofvocationaleducation.

The continuous transmission of statistics and data in line with the different forms of externalevaluation (inspection system, teachers’ carrier monitoring and evaluation system) are thefoundations of the quality assurance in the system. It requires permanent data collection,evaluation,reportingandfulfilment.Chapter3providesfurtherdetailedinformationonthisissue.

1.3.2 AdulteducationandadulttrainingHungarydistinguishbetweenAdulteducationandAdulttraining.

Adulteducationoffersprogrammesindifferentformslikeeveningcourses,correspondencecoursesanddistancelearning.

Mostlikelytheprogrammesofferedforadultsarenotdifferentfromtheonesforfull-timelearners.The goals, entrance requirements, content (main aspects of the curriculum), evaluation and staterecognized certificates issued by the training provider do not differ. Neither of the vocationaleducations attract large number of adults. For lower qualified senior citizens the state offersspecializedsubmeasuresinadulttraining.

Thefirstseparatedactonadulttraining(CIof2001)regulateditsqualitycriteriaandsafeguards.Alladulttrainingsweresubjectsofthisregulation(itdefinedafirstlevelforregisteredinstitutionsandasecond for accredited training providers) and had the opportunity to get the institution and theprogrammeaccredited.BoththeprovidersandcustomersbenefitedthissystemastheservicewerefreeofVAT(valueaddedtax)andwerequalityassured.

OpenQAsS 2014-1-HU01-KA202-002356


10-57

Theaccreditationsystemprimarilymeantavoluntaryverificationprocess.Thestandardswerepre-defined both towards institutions and the programmes. The accreditation initiative was muchneeded as the adult training market rapidly grew after the political transition which resulteddecreasing level of quality. The accreditation was a process control system, the accreditedinstitutionsguaranteedthattheirtrainingsandserviceswillbedeliveredatthebestpossiblequality.While the number of adult training providers grew considerably the number of accreditedinstitutionshardlyincreased.

Fig.5:Source:Theinvisibleprofession.FactsandTendenciesaboutthe25yearsofadultEducation(ÉvaFarkas,2013)

Themarketofinstitutionalsystemdidnotchangesignificantlyafterfirstactonadulttrainingcametoforce, it remained multi-polar. The for-profit companies dominated with 50%, the state-fundedorganizationshada16%cutandthenon-profitorganizations33%cutofthecake.

Experts1appraisedthedecadebetween2002and2012asthesuccessstoryofadulttraining.

“Thoughtherewerebreakpointsitstabilizedandtheadulttrainingsystemdidwork”.

TheActofAdult training (LXXVII of 2013) introducedon the13thof June2013 changed the adulttrainingsystemfromitsfundaments.Themostimportantnoveltyisthatthefollowingthreetypesofadulttrainingsarenotthesubjectsofthisregulationanymore:

• staterecognisedprogrammeswhichareintheNVQR;• thegenerallanguagetrainingsandfundedlanguagetrainings;• otherfundedtrainings2

Significant scale of adult trainings remained unregulated, like company trainings or generalvocationaltrainings,whicharenotintheNVQR.Theactivitywassignificantinbothforms.

Thereforneitherofthoseproviderswhoseportfoliocoversonlytheabovementionedtypesofadulttrainings are to fulfil the quality assurance and administrative requirements by the law. The newregulationdefinitelysettheadult trainingonanewcourse.Thefollowingchapter introduceswhatquality assurancemeans in adult training but it needs to be emphasized that it covers the adulttrainingsonlypartially.Theproportionmightberevealedbytheendoftheyear3.

Theyear2014werea transitionalperiod (allpreviouslyawardedaccreditations remained in force)andtheinspectionofinstitutionsandprogrammesarecontinuous.Onthosegroundslicensesaretobeawarded.1ÉvaFarkas:Theinvisibleprofession.Trendsandtendenciesoftheadulttraining’spast25years(Aláthatatlanszakma.Tényekéstendenciákafelnőttképzés25évéről)(typiART,2013)2OtherfundedtrainingsareeitherGovernmentorEUfunded.3 By the 30th of April 2015 1179 institutions were awarded the „ADULT TRAINING PROVIDER” title by theauthority.

OpenQAsS 2014-1-HU01-KA202-002356


11-57

2 LEGAL OBLIGATIONS AND RECOMMENDATIONS FOR IVET/CVET AND ADULT EDUCATION

Until 1985 state supervision of vocational training institutionswas provided by inspection system.Thedisappearanceofthis,andthepoliticalandeconomictransitionandaccessiontotheEuropeanUnion has fundamentally changed the structure of education, resulting freedom, and oftenlicentiousness. The requirements of audit, quality control and quality assurance lagged behind formanyyears.

Thereisasharpseparationbetweenthelegislationofschoolbasedtrainingmainlydirectlymanagedbythestateandthelegislationofadulttrainingbearingthemarksoftheprivatesector.

Matchingtheruleoflaw,thefundamentalrightsofparticipationineducation(partlycompulsory),aswellasa summaryof the requirementsofqualityofeducation, theFundamental Law,adoptedbytheNationalAssemblyat25April2011-andamendedseveraltimes-outlines:

• Hungaryguaranteesfreedomoflearning.• Hungaryensurethisrightbytheextensionandgeneralizationofpubliceducation,byfreeand

accessibletoallsecondaryandonthebasisofskillsavailabletoallpost-secondaryeducation,aswellasbyprovidingstatutoryfinancialsupporttobeneficiariesofeducation

2.1 CommonprovisionsIt isabasiccivicexpectationthat thequalificationsthatcanbeacquired inHungarycanbeknownand easily identifiable. TheNational Vocational Qualification Register (NVQR) contains them.Nowthe 150/2012. (VII. 6.) Government Regulation is in force. It not only declares state-recognizedvocationalqualifications,butspecifiestheamendmentprocedureofNVQR.Itcontainsqualificationsofpreviousperiodsmatchingofthecurrentsystemofqualifications-helpingemployees;employersandthepublicadministrationpractitionersfindtheirwayclear.

Theprofessionalandexaminationrequirementsofvocationalqualifications(szvk)aredefinedatthelevel of ministries, ensuring professional modernity and professionalism. Because they are set touniform principles, the individual ministerial decrees in respect of the ministry responsible forvocationaltraining(currentlytheMinistryforNationalEconomye-NGM)havevetorights.

The professional and exam requirements record the objective of each qualification, the terms ofenrolment, content and timeframe to be spent on vocational training, the training institutionsrequired minimum asset requirements, and certification requirements. The professional contentorganizedinamodularsystemsince2006.Thevocationaltrainingmodules-inlinewiththesectorialqualifications and professional categories to classify – has a common harmonized content withmultiple levels.Theoriginalpurposeofthemodulartrainingwastoavoidfromrepeatedly learningandexaminationinthesamecontentseveraltimes(this isbothtime-andcost-effective idea).ThismodernthoughtseemstogetlostbyentryintoforceofGovernmentDecreeNo315/2013(VIII.28.)ontherulesofcomplexexamination.

Professional content is defined in a unified system because of the overlap of modularisedqualifications.Ontheonehandthecontentofthemodulesisbrokendownintothefollowingfieldsofcompetence:

OpenQAsS 2014-1-HU01-KA202-002356


12-57

• Taskprofile• Vocationalknowledge• Vocationalskills• Personalcompetence• Socialcompetence• Methodologicalcompetence.

Ontheotherhand,aseparatemoduleregulation-RegulationNo.217/2012.(VIII.9)onrequirementmodulesofstate-recognizedqualifications-ensuresthatincaseofacommonmodulechangestakeplaceinaconsistentmanner.

Once the input of the training is single, the closing professional examination, demonstrating theacquisition of skills take place in a single order. The previously mention complex professionalexaminationtakeplace infrontofan independentexamcommitteewiththeactive involvementofthechambersandsocialpartnersinlinewiththeideaofdualtraining.

Theprofessionalexaminationiswelldefinedandwritten,practical,oralandinteractiveexamstakeplaceundercontrolledconditions.Thecommonbasicstandardsensuredby

• oralexamdutiesaredefinedcentrally,theyarepublic(includingevaluation),• the written exam and interactive exercises are restricted qualification documents prepared

centrally. Confidentiality is determined till the start of the nationwide uniform writtenexaminationdatesprovided(Inadditionuniformityassessmentguidealsoprovidesstandardizedevaluation)

• incaseofsomequalification,nationallyuniformsystemofmeasuringthepracticalexaminationtasks

2.2 Thelegislativeenvironmentofschool-basedvocationaltrainingVocationaltrainingisaphaseofpubliceducation,ActCXCof2011onNationalPublicEducationrulesit.

DetailedoperationisregulatedinDecreeNo20/2012(VIII.31.)MinistryofHumanResourcesontheOperation of Educational Institutions and Use of Names of Public Education Institutions. In thelegislativehierarchyit’slocatedlower,itcanbesignificantlyeasilychanged,sothatthechallengesofeverydaylifecanbebetterfollowed.

SpecificvocationaltopicscanbefoundintheActCLXXXVIIonVocationalEducation.

Introductionofanationallyuniformprincipletakesplaceonseverallevelsraisingthequalityofworkintheseinstitutions:

a) Single requirements set out in the professional and examination requirements wereintroducedintheDecreeNo.51/2012.(XII.21.)MinistryofHumanResourcesonframeworkcurriculum.Thesecoveringatleast90%ofthetrainingperiod,setoutindetailformulateanduse in school-based vocational training is binding. The remaining nearly 10% free bandenables theschool to incorporate thepeculiaritiesof the teachingprocess.This createsanopportunitytoincreasetheattractivenessoftheinstitution.

OpenQAsS 2014-1-HU01-KA202-002356


13-57

b) Whatisnotworthasinglesetofrules,ifitsenforcementisnotadequatelycontrolled?WiththeinitiationofGovernmentDecreeNo.(326/2013.(VIII.30.)onteacherscarriermonitoringandevaluationsystemhasbeendevelopedtargetingvocationaleducationtoo.Thenationalprofessional monitoring is operated by The Minister of Education. Regular monitoring isorganized in each five year in each public education institute. VET institutes are involvedbased on the recommendation of the relevant ministry.Theaimofthemonitoringsystemistoevaluateandmonitortheworkoftheteachersusingsinglesetof indicators.Eachinstitutionismonitored.Thefollowingmethodsareused:visitoflessons,observation.Themonitoringismadebygroupofthreepubliceducationexperts.They are not allowed to takemeasures, just making notes. Implementation is in an earlystage. Pilot monitoring has been done in the flagship projects numbered Social RenewalOperationalProgramme3.1.8andSocialRenewalOperationalProgramme3.1.15..

c) Fromstudentpointofview,successfulcompletionofthetraininggrades isprerequisiteforqualificationexam.

d) Theratingofeducationcarriedoutbythelabormarket.Inthisregard,exactassessmentandquality assurance system ismissingwhich could be give feedbacks from the input side ofeducationandvocationaltraining.

2.3 LegalframesofadulteducationActLXXVIIof2013onAdulttraining,ensuringtheframeworkoflifelonglearning,formulatesstrongerqualityassuranceexpectation.Akindofneutralityisensured.

While the school-based vocational training directly supervision, quality assurance system ismandatory introducedinadulteducation.Qualityassurancesystemoperates independentlyonthebasis of legislation. The adult education institute operate an appropriatequality assurance systemthatmustfitthequalityassuranceframeworksetoutinthedecree,whichisanexternalevaluationperformedatleastonceeverytwoyears.ThedetailedrulessetintheNo.58/2013(XII.13)DecreeoftheMinistry forNational Economyon the quality assurance frameof adult education, andon themembers,tasksandoperationalrulesoftheAdultEducationExpertCommittee.

AdulttraininginstitutesandorganizationsareobligedtocontinuetheiractivitiesinlinewiththeNo.393/2013. (XI. 12.) Government Decree on the rules of the authorization procedure andrequirementsneededforperformingadulteducationactivity,oftheintroductionofregisterforadulteducation institutions, and of the inspection of adult education institution, which also helps theimplementationofthequalitypolicyrequirementswiththefollowingelements:

• Regulationoftheauthorizationofactivities,• Minimumstandardsofmaterialandhumanresources,• Introductionoffinancialsecurityandmakingitmandatory• Relatingtoindividualtraining:

o Documentation (training programs, pre-qualification by expert, rules of studentcontract,logrecordsandregisterofparticipation,etc.)

o Reportingobligations,o Studentsatisfactionsurveys.

OpenQAsS 2014-1-HU01-KA202-002356


14-57

Sincetheadulteducationworkschedulemorevaried,morespaceisallowedforindividuallearning.Theprofessionalandexamrequirementsprescribeanexam,whichfitstothestructureofmodulesasapreconditionofclosingexam.Theexamtasksofeachmodule,theircharacteristicsaredeterminedintheprofessionalandexamsrequirements.

3 Quality management in schools In Hungary quality and quality improvement of education and training have been in the focus foryears.In1985theschoolinspectionwhichusedtoprovideanexternalevaluationsystemforpubliceducational institutionswas terminated.Prioritywasgiven to institution-levelqualitymanagementactivities.

A series of pilot projectswere introduced on the initiative of the Education / VETGovernment inpower resulting in anumberof innovative tools to support andpromote institutional level qualityassuranceinVET.Theapproaches,methodsandtoolsappliedwereadaptedtothespecificnatureofeducation and training therefore they contribute(d) to a great extent to the continuous andsustainableimprovementoftheVETproviders.

Thepractical initiatives, innovative tools developed and implementedwithin theHungarianVETsectortosupportqualityimprovementandself-assessmentinclude:

2000–2004:TheCOMENIUS2000QualityImprovementProgrammeforPublicEducationprovidedanationalframeworkfortheschool-levelqualityassuranceandqualityimprovementactivities.TheCOMENIUS 2000 institutional quality improvement models apply a set of requirements andinstruments correspondingexclusively to the specificnatureandneedsofeducationand teaching.The institutionsusingthesemodelsarefreetouseawiderangeofqualityapproachesandchoosethemethods,whichbestsuittheirspecificfeaturesandneeds.

TheCOMENIUS2000Programmewasahugeinnovation:between2000and2004about1700ofallHungarianpublicschools(fromamongthe8.874)participatedinit;30%ofthemwereVETproviders.

2002: The Hungarian Public Education Quality Award (PEQA) was established in 2002 by theMinisterofEducationwiththeaimofrecognisingtheoutstandingperformanceandspreadingbestpracticesofschoolsinthefieldofpubliceducationTotalQualityManagement.

Thisawardalsoaimedatmaintainingorevenraisingtheenthusiasmandcommitmentofschoolsto(self-assessment based) quality improvement. The PEQA Self assessment Model is based on theEFQMExcellenceModelbutthecriteriawerefullyadaptedtotheHungariancontext.

Between2002and2008morethan150schoolssubmittedtheirapplication forPEQA,onethirdofthemwereawardedrecognition(gold-,silver-orbronzelevelAwardorCertificateofmerit),50%oftheprize-winnerswereVETschools(winning8awardsand14certificatesofmerit).

2003-2009: Quality Improvement in the Development Program for Vocational Training Schools(PhaseI:2003-2006,PhaseII:2006-2009)

TheDevelopmentProgramforVocationalTrainingSchoolswas launched in2003by theHungarianEducation Government, with the aim to reform the vocational school system and to improve thequalityofeducationandtraining intheseeducationalestablishmentsaswellasto improvethe job

OpenQAsS 2014-1-HU01-KA202-002356


15-57

opportunities and career prospects of young people on the labourmarket. The Programprimarilyfocusedonthekeyareasofthevocationaltrainingactivitysuchasdevelopmentofmethodologyinvocational grades, reintegration of disadvantaged students, renewal of prevocational training,assessmentandevaluation,schoolmanagementandself-development.Theschoolsparticipating intheProgramhadtoconductself-assessmentonannualbasisagainsttheSelf-AssessmentModelforVocationalSchoolsdevelopedin2006.

TheDecreeNo.3/2002(II.5.)oftheMinisterofEducationonPublicEducationQualityAssuranceand Quality Improvement required all public education institutions to have – as part of theirpedagogicalsystem–anassessment,controlandqualityassurancesystemandcallsforcontinuousself-assessmentbasedqualityimprovementactivity.Theschoolscoulddecideupontheformandthestructureofimplementation.

2009-2011: Developing and piloting of an integrated approach to quality management in theHungarianVET sector as awhole (comprising school-basedVET, CVET, adult VET and higher levelVET)inlinewithEQAVET.

Fig6:Source:Ouality improvement initiatives intheHungarianvocationaleducationandtraining(VET)sector(preparedby:KatalinMolnárStadlerBudapest,2013)

The Hungarian Reference Framework, which builds on the previous good practices and results ofquality assurance and complement self-evaluation with systematic and standardised externalevaluation of training organisations,was designed in 2009within theNewHungary DevelopmentPlanSocialDevelopmentOperativeProgramme2.2.1.Titled“Improvingthequalityandcontentoftraining”.With thisHungary isamong the firstEUMemberStateswhoaligns thealreadyexistingquality assurance systems in the VET school system and adult trainingwith the quality assuranceframeworkoftheEuropeanUnion(EQAVET).

OpenQAsS 2014-1-HU01-KA202-002356


16-57

TheCommonQualityManagementFrameworkforVET isnotacompletelynewsystembutbasedontheexistingones,utilizestheirbestpractices,structuresandapproaches,whileitisincompliancewiththeEuropeanReferenceFrameworkandguidelines.

Besides theseprogrammesa lotof schoolsdid it their ownwayanduse(d)differentotherqualityassurancesystems(e.g.ISO,TQM)forcontrollingtheirprocessesandself-assessment.

Since2002,theintroductionoftheAdultTrainingAccreditationSystem,theintentionhasbeen to provide guarantees for those participating in training that the institutions - adulttrainingproviders chosenby themandusingpublic funds (either fromstatebudgetorEUfunds)areoperatinginatransparent,reliable,regulatedandcontrolledway.

Theinstitutionsofadulttrainingincludedintheregistrymayrequesttheiraccreditation.Thepurposeofinstitutionalaccreditation–intheinterestofadultsparticipatinginthetrainingandotherstakeholders–istoensurethattheinstitutionconductsitsadulttrainingactivitiesinaccordancewiththehigherqualityrequirements.

Thebasicconditionoftheaccreditationisthattheinstitutionofadulttrainingshouldhaveatleast one already implemented, accredited training programme, a human resourcedevelopment plan, descriptions of training processes as well as a quality policy, qualityobjectives,aqualitymanagementsystemandaself-assessmentsysteminplace.

Basedontheabovewecanstatethatinpubliceducationsince2000andinadulteducationsince2002almostallschoolshaveperformedsomekindofqualitymanagementactivities,composed their quality assurance policy, controlled their most important processes,evaluated their partners’ satisfaction and assured self-assessment of the operation of theinstitution. Some of these quality management programmes are approved (e.g. ISO), butmost of them are one of the previously discussed programmes or the school’s ownprogrammebasedonthemcontainingtherequirementsoftheformerInstitutionalQualityAssuranceprogramme.

Although the operative decrees do not make quality assurance mandatory in publiceducation, many schools have not given up continuing their existing and tested qualitymanagementactivities,understandingtheirowninterest.(Themanualandpolicyofqualitymanagement can be found on the website of almost every school.) However, there aredecreesrequiringsomekindofcompulsoryactivitiesandevaluationsthatcanalsobefoundinqualityassurance:e.g.teachers’assessment,controlsystem,furthertrainingforteachers,supplying of data for public education development project, evaluation of students’performanceetc.

Allinallwecanstate,thatalthoughwedonothaveexactstatisticsregardingthenumberofschoolsusing different types of quality assurance systems, each of them performs some kind of qualitymanagement,meetingtheirengagementsrequiredbytheoperativedecrees.Everyschoolcollects,measuresandevaluatesdata,resultsandactivitiesnecessaryforitsoperation.

OpenQAsS 2014-1-HU01-KA202-002356


17-57

Formsofsharingexperienceinqualityassurance

In2001theMinistryofEducationcreatedaunique,supportingenvironmentforschools.Oneof itsoutstanding initiatives was Comenius 2000 Clubbing Network (within the formerly mentionedCOMENIUS 2000 Quality Improvement Programme for Public Education) that aimed at a mutuallearningviaprofessionaldisputeandhorizontalinformationexchange.Thisnetworkmadeitpossibleforteachersandschoolsofpubliceducationtoexchangetheirexperience,knowledgeandmethodsregarding quality improvement, to find best practice and for benchmarking that is setting theirdifferentdevelopmentaltargets.Clubswereorganizedonaregionalbasis,havingaseparateclubforeverylevelofpubliceducation,suchas:pre-school,primary,secondaryandaspecialone(involvingchildren’shome,vocationalschools,dormitoriesetc.)Club-hostschoolswerechosenbasedontheirmonitoringresults

via invitations to tender and made responsible for organizational tasks. Each club involved 8-10schools,hadmeetingsterminallywithoneortwoparticipantsperschool.Thetimeandminutesofmeetings, summaries of best practises and the syllabus of coming events could be found on theirwebsite. Within the confines of vocational school developmental programme there has been adatabase created,opening thedoor to collect, introduceand sharegoodmethods,processes, andpractises applied and of long standing and compare the indicators of those having a similarmeasurementandinterpretationbackgroundprofessionallyontheInternet.Withthecreationofthebenchmarkingdatabase,vocationalschoolshadatooltoimplementapersistentdevelopmentbasedonlearningfromeachother.Unfortunatelyfewerschoolssupplieddatainpracticethanithadbeenexpectedandevenfewer(only25%ofthem)usedthedatabaseinitsoperation.

Inordertofacilitateandsupporttheuseofthebenchmarking indicatorsystem,anon-lineQualityAssurance IT Database was designed and developed which makes possible the Internet-based,anonym comparison of the performance indicators of the institutions interpreted, measured andcalculated in the same way. For this purpose an Interpretation and Calculation Guide to theindicatorswaselaborated.

Beside this the systemallowsofmaking statisticsanddata-analyses thus supporting theevidence-based decision-making, and also provides opportunity for mutual learning by collecting anddisseminatingbestpracticesamongtheinstitutions.

The preparatory activities for the implementation of the Hungarian Common VET QualityManagementFrameworkwerecarriedoutandsomeelementsofthesystempilotedinabout1100institutions-VETandadulttrainingproviders.

ThepresentsituationofqualityassuranceintheoperationofHungarianschools

As it has already been mentioned, school-based and adult education is regulated separately inHungary.Accordingly the regulationofquality assurance is different too, although in content theyhave similarities. The following tables present the similarities and differences of the two types ofeducation.

OpenQAsS 2014-1-HU01-KA202-002356


18-57

Regulatedarea

Scho

ol-based

ed

ucation

Adulttraining

Realization

Qualitypolicyanditsstrategy

X School-basededucation:Not compulsory, if the school has its qualitypolicy,itisusuallypublishedontheirwebsite.Adulttraining:On the website, or published following localtraditions, or as it is a must-have condition ofgetting the licenses for adult training, the list ofschools having the license (except schoolsprovidingshort-termtrainings)

Qualityassurancemanual X School-basededucation:As stated in previous regulations of qualityassuranceuntil2011everyschoolhad itsqualityassurance manual. These documents still exist,but having them updated was the schools’choice.Adulttraining:Manuals at the schools or as it is a must-havecondition of getting the licenses for adulttraining, the list of schools having the license(excepttrainingcircleD/schoolsprovidingshort-termtrainings)

Formalinnermechanismstohavenewtrainingsapproved,followedupandregularlyevaluated

X X School-basededucation:The process is regulated in details in theoperativedecrees,ormaintainersof schoolscancreatetheirownregulation.Adulttraining:Regulations have to be worked out locallyconsideringoperativedecreesofadulttraining.

Continuoustrainingoftrainers,measuringandqualifyingtheirperformance

X X School-basededucation:Central regulation: teacher qualifying sytem,withintheconfinesofcareermodelAdulttraining:Thereisnospecificregulationforfurthertrainingandmeasuringperformance.Regulationshavetobeworkedoutlocally.Documentsrelated:plansoffurthertraining,self-assessmentoftheschool

Externalcertifyingcommitmentsofthequalityassuranceprogramme

X School-basededucation:As it is not compulsory to have a qualitymanagement system, there are no externalcertifyingcommitmentseither.Adulttraining:Minutes,certificate

Definingannualquality-goalsandassessingthem

X X School-basededucation:Schools had concrete commitments until 2010,

OpenQAsS 2014-1-HU01-KA202-002356


19-57

Regulatedarea

Scho

ol-based

ed

ucation

Adulttraining

Realization

but not any longer. However, they must haveplans for the next year and evaluate therealisationoftheonesfromthepreviousyear intheir development plan made for theirmaintainer.Adulttraining:This is a commitment for adult training requiredbydecrees.Qualitygoalsmustbedefinedaspertrainingwithjustification.The measurement of the realisation of qualitygoalsisinaccordancewiththepreviousresultsofthe school and of central statistics within theconfinesoftheself-assessmentoftheschool.

Providingasystemfordealingwithcomplaints

X X School-basededucation:According to operative decrees the schoolmustinvolve thewayofdealingwithcomplaints in itspolicy. (1. headmaster, 2. maintainer, 3. localgovernmentoffices,ombudsman)Adulttraining:AsinproceedingsintheschoolortotheNationalVocationalandAdultTrainingAgency

Collectingandanalyzinginformationaboutthetraining

X X School-basededucation:Via InformationSystemofPublicEducation (KIR)(mostdatatransferredviathissystem)National Statistic Data collection Programme(OSAP)Adulttraining:According to decrees or local protocol; assessedlocallyaspartoftheannualself-assessment.Supplying of data via Adult Training InformationSystem or National Statistic Data collectionProgramme(OSAP).

Publishinginformationaboutthequantityandqualityoftraining

X X School-basededucation:Supplying of data regarding the number anddropout of students via Information System ofPublic Education. Publishing quality informationisnotcompulsory.Accordingtodecreesthefollowingdatamustbepublished:• general information regarding preliminary,

fees,traininigs• general information regarding human

resources• results of nationalmeasurement-assessment

annually

OpenQAsS 2014-1-HU01-KA202-002356


20-57

Regulatedarea

Scho

ol-based

ed

ucation

Adulttraining

Realization

• general information about everyday trainingactivities(homework,studygroups,etc)

• public statements of the maintainer’sevaluationoftheperformanceoftheschool

Adulttraining:Supplying of data about the number of groups,students,andtheresultofsatisfactionsurveysattheendofthecourse

Self-assessment X X School-basededucation:According to decrees annual self-assessment ismandatory in public education concentrating onthequalificationof teachersandself-assessmentofmanagers.Adulttraining:It is compulsory according to the decree ofqualitymanagement, but schools can decide onitsfrequency.

Trainingprogrammes/Localcurriculum/Pedagogicandprofessionalprogramme,supervisingtheplanningandthecontentofthecurricula

X X School-basededucation:Fully regulated in decrees; licensing trainingsinvolves an expert, supervising the content andthe planning are also important (supervisingpersonal,physicalandfinancialconditions)Planning the learning material is based on thelocal curriculum thatmust be basedon nationalcurriculum.Most of the learning material used in school-basededucationcanbechosenfromacentrallistoflearningmaterials.Adulttraining:Licensing of trainings is carried out according todecrees with the involvement of an expert;supervising content and physical and personalconditionsisalsoimportanthere.Planning of curricula is based on the trainingprogrammes.

Trainingprogrammes/Localcurriculum/Physicalandpersonalconditionsofpedagogicandprofessionalprogrammes,processofprovidingfinancialresources

X X School-basededucation:Physicalandpersonal conditionsand regulationsof providing financial resources are fullyregulatedindecrees.Specialconditionsofcertainprofessions are detailed in the requirements oftheprofessionandexamination.Adulttraining:Conditionsandresourcesarealsofullyregulatedin adult training. Special conditions of certainprofessionsarealsodetailedintherequirements

OpenQAsS 2014-1-HU01-KA202-002356


21-57

Regulatedarea

Scho

ol-based

ed

ucation

Adulttraining

Realization

oftheprofessionandexamination.Schoolsof adult trainingalsoneed tohave theirprocedurestoprovidetheconditions.

Trainingprogrammes/Localcurriculum/Publicityofpedagogicandprofessionalprogrammes

X X School-basededucation:Publicityisregulatedbythenationallawofpubliceducation.Adulttraining:Publicity ismandatory in anelectronic formandattheschool.

Framingtherequirementsregardingtheemploymentofteachers

X X School-basededucation:Conditions are detailed in the law of publiceducation.Adulttraining:Detailed in the law of adult education, butconditions are not as strict as in case of school-basededucationLocalregulationsatschools.

Collectingandanalyzingdataaboutthescholasticrecordsofstudents

X X School-basededucation:Supplying data of scholastic records iscompulsory via National Statistic Data collectionProgrammeAdulttraining:Supplying data of professional exam results iscompulsory via National Statistic Data collectionProgramme.

Collectingandanalyzingdataaboutthesatisfactionsurveyofstudents

X School-basededucation:Students’satisfactionsurveysarenotcompulsoryatpresent.Adulttraining:According to decrees satisfaction surveys arecompulsoryattheendofthetraining.Theresultsmust be provided for the information systemofadulttraining.

Table3.1.QualityAssuranceintheHungarianPublicandAdultEducation Measuring/assessingduringteaching-learning

Indicatorsarecruciallyimportantmeansforbothtraining-leadingandforschools,nomatterwhethertheyneedaqualityassuranceprogramornot,becausetheconditionofthesystemofeducationcanbesizedupwiththeseeducationalindicatorsbest.

Thatiswhytheseindicators(suitableformeasuringtheefficiencyoftheschool)havetobedefinedforeveryschool(traditionaloreducationalbusinessesaswell).

OpenQAsS 2014-1-HU01-KA202-002356


22-57

Itisnecessarytocollectdatareferringtotheoperationandperformanceoftheeducationalsystemofbothschool-basedandadulteducation.Theycangivearealisticviewofthecurrentsituationofeducation. Although it is a principle of quality management, it has to be done regardless of thecurrent regulations of quality programmes. At present in Hungary quality management issuesregulatenoteverysegmentofeducation.However,thesystemofmeasuringandevaluatingqualityandquantity indicatorsofeducationis inoperationinthewholecountry,asthis istheonlywaytohavearealisticviewoftheperformance,thestrengthsandweaknessesoftheeducationalsystem.Measuringoftherealizationofthegoalsoftheeducationalpolicycanbeimplementedonlywithacommonsystemofmeasurement.

In2013thequalitymanagementinadulttrainingwasputonnewbasis.Thisnewsystemisalreadymatching theprinciplesof EQAVET, so the following charts introduce themeasuringandassessingactivityofthetrainingprocessbasedonthepresentcommitmentsofadulttraining.

According to decrees it is compulsory for schools to complete self-assessment both in public andadulteducation.Inadulteducationitisrealizedwithintheconfinesofqualitymanagement,whileinpubliceducationtherearecentrallydefinedprinciples:theheadmasteroftheschoolhastoprepareitbasedonthequalificationofteachersmainly.SoatpresentinHungaryit iscompulsoryforeveryschooltomakesomekindofself-assessment,thedifferenceisincontent:inadulttrainingthereisalarger scale of activities to be assessed,while in public education it is specifically the professionalperformanceofteachersthathastobeinfocus.

Measuring/assessingactivity

School-basededucation

Adulttraining

Realization

external

evalua

tion

internal

valuation

external

valuation

internal

valuation

Trainingprogrammes/localcurriculum/planningandsupervisingpedagogicandprofessionalprogrammesandcurricula

X X X

School-basededucation:Accordingtodecreeswithintheconfinesoflicensingandcontrollingproceduresby themaintainerandthegovernmentoffice.Controlling/Measuring, assessing: Is theprocedure of planning and developingcarried out according to the regulations?How many new programmes are going tobeworkedout?Adulttraining:Controlling/measuring, assessing: Is theprocedure of planning and developingcarried out according to the regulations?How many new programmes are going tobeworkedout?Onlywithintheconfinesofinternalcontrol:Howmanyof theworkedout programmesaregoingtoberealized?

X X School-basededucation:

OpenQAsS 2014-1-HU01-KA202-002356


23-57



Adulttraining

Realization

external

evalua

tion

internal

valuation

external

valuation

internal

valuation

Providingthenecessaryphysicalandpersonalconditionsandfinancialresourcesfortherealisationofthetrainingprogrammes

X Checkingtheconditionsinvolvedindecreeswithin the confines of the procedures oflicensing and controlling (maintainer andgovernmentofficeaswell)Controlling/measuring,assessing:Educational achievement and professionalpractice of teachers, the rate of full-timeand part-time employees, physicalconditions according to decrees, annualbudgetAdulttraining:Checkingtheconditionsinvolvedindecreeswithin the confines of the procedures oflicensing and controlling (NationalVocationalandAdultTrainingOffice)Controlling/measuring,assessing:Educational achievement and professionalpractice of teachers, the form of theiremployment, physical conditions accordingto decrees, the form of providing them,financiallodgingaccordingtodecrees.

Publicityoftrainingprogrammes,localcurriculum,pedagogicandprofessionalprograms

X X X

School-basededucation:Access to pedagogic and professionalprogrammes has to be assured forcontrolling authorities and partnersaccordingtooperativedecrees.Controlling/measuring, assessing:availabilityofprogrammesAdulttraining:The content of the training programmemust be accessible for both controllingauthoritiesandpartners.(Number of new training programmes in ayear)Controlling/measuring, assessing:accessibility of the programmes, theirchangingamountannually

Requirementsregardingtheemploymentofteachers

X X X

School-basededucation:Accordingtodetailedregulationsindecrees(qualification, professional practice,certificate of good contact, accomplishingfurthertraining).Controlling/measuring, assessing: by themaintainer,ormeetingtherequirementsof

OpenQAsS 2014-1-HU01-KA202-002356


24-57



Adulttraining

Realization

external

evalua

tion

internal

valuation

external

valuation

internal

valuation

decrees within the confines of theprocedureoflicensingandcontrollingAdulttraining:Accordingtodetailedregulationsindecrees(qualification, professional practice,certificateofgoodcontact).Controlling/measuring, assessing: by theschool as it is defined by the system ofqualityassurance,orwithintheconfinesoftheprocedureoflicensingandcontrolling

Publicityoftheinformationinconnectionwiththeactivityoftheschool

X

X X

School-basededucation:Keepingdataup-to-date that is supplied totheInformationSystemofPublicEducation,compulsory supplying of data to theNational Statistic Data collectionProgramme.PreparingaSpecialpublicationlist is compulsory foreveryschool–all thedata referring to the activity and results ofthe school must be made accessible foranybody (not suitable for personalidentification)PublishingoperationaldocumentsControlling/measuring, assessing: supplyingofdataAdulttraining:Keepingdataup-to-date that is supplied tothe Adult Training Information System,compulsory supplying of data to theNational Statistic Data collectionProgramme.Publishing data of adult training activity,indicating the registration number of adulttraining on every official document and onthewebsite.Controlling/measuring, assessing: supplyingofdata

Self-assessmentoftheactivityoftheschool(basedontherequirementsofadulteducation)

X X X

School-basededucation:According to decrees schools have had tomake self-assessment since 2015, focusingon qualifying teachers and self-assessmentofmanagers.Controlling/measuring,assessing:documents and results of self-assessment

OpenQAsS 2014-1-HU01-KA202-002356


25-57



Adulttraining

Realization

external

evalua

tion

internal

valuation

external

valuation

internal

valuation

Adulttraining:According to decrees it is mandatory forschools to perform self-assessment. Itsfrequency can be determined by theschools.Controlling/measuring, assessing:documentsandresultsofself-assessment

Averageannualscholasticrecordsofstudents

X X X

School-basededucation:Schools have to supply statistics regardingtheexamresults.Controlling/measuring, assessing: supplyingofdataAdulttraining:According to decrees its measuring has tobe defined among quality goals.(results ofmodule-closingandotherexams,tests:onlywithin the confines of internal control,resultsoffinalexams:centrally)Controlling/measuring, assessing: supplyingofdata

Therateofdropout

X X X

School-basededucation:Schoolsmustsupplystatistics.Controlling/measuring, assessing: supplyingofdatacompletedAdulttraining:According to decrees its measurement bymajorshastobedeterminedamongqualitygoals.Controlling/measuring,assessing: theresultofannualmeasuringofqualitygoals

Resultsofstudentssatisfactionsurveys

X X

School-basededucation:nocommitments.Adulttraining:According to decrees its measurement bymajorshastobedeterminedamongqualitygoals. The school has to send the averageresult of the answers to the compulsoryquestion to the Adult Training InformationSystem.Controlling/measuring,assessing: theresultof the annual evaluation of quality goals,supplyingofdatacompleted

Feedbackontheperformanceofteachers

X X X X School-basededucation:According to the regulations of the

OpenQAsS 2014-1-HU01-KA202-002356


26-57



Adulttraining

Realization

external

evalua

tion

internal

valuation

external

valuation

internal

valuation

qualification of teachers stated in thedecrees.(find details about the contentbelow)Controlling/measuring, assessing: results ofthe teachers, rate and number of qualifiedteachersAdulttraining:The performance of teachers has to bemeasuredlocallyControlling/measuring,assessing:Results of satisfaction surveys, visits,assessmentbymanagers

Feedbackoftheemployersandotherorganizationsofthelabourmarketonthetraining X X

School-basededucation:noregulationsAdulttraining:Precentage of usefulness on the labourmarketControlling/measuring,assessing:At least 50% starting work (Compulsorymeasurementlocally)

Responsibilitiesoftheunitsoftheorganizationoftheschoolandoftheemployeesregardingqualityassurance

X X

School-basededucation:nocommitmentsAdulttraining:regulated in the process of qualitymanagementlocallyControlling/measuring,assessing:fruitionofresponsibilities defined in procedures(withintheconfinesofinternalandexternalcontrol)

Improvingteachers’competencies

X X X

School-basededucation:According to decrees further training iscompulsory for teachers every seventhyear. For its realization schools have tomakeaplanandcontinuouslymeasureit.Controlling/measuring, assessing:realization of the plans regarding furthertrainingandparticipationAdulttraining:Schools have to regulate it within theconfinesofqualitymanagementsystemControlling/measuring, assessing:realizationofgoals

OpenQAsS 2014-1-HU01-KA202-002356


27-57



Adulttraining

Realization

external

evalua

tion

internal

valuation

external

valuation

internal

valuation

Dealingwithandlookingintocomplaints

X X X

School-basededucation:According to operative decrees the schoolmust involve the way of dealing withcomplaints in its policy. (1. headmaster, 2.maintainer, 3. local government offices,ombudsman)

Controlling/measuring, assessing: nocommitments

Adulttraining:As in proceedings in the school or to theNational Vocational and Adult TrainingAgencyControlling/measuring, assessing: numberof complaints, solutions, results ofcorrection

Table3.2.Measuring/assessingactivityofQAintheHungarianPublicandAdultEducation Havingalookatthecharts,summarizingmeasuring/assessingactivitiesitcanbeseenthatthemostimportantcriteriaofself-assessmentcanbefoundinpubliceducation,eveniftheyarenotappliedwithintheconfinesofqualityassurance.

The system of school inspection (pedagogic-professional controlling model) was introduced inschool-basededucationinHungaryin2013–likeinmostEUcountries.Itismainlybasedonexternalevaluation,butself-assessmentisalsopartofit.

With this system theMinistry of Educationwanted to create an external, professional system forcontrollingandassessing,which isbasedonunifiedandpublic criteria. Itwas important tohaveaunifiedexternalsystemforassessing that–alongwith theschools’ self-assessment–canmakeanobjectiveandgenerativeevaluationforallschools.

Mostimportantfeaturesofself-assessmentinconnectionwithschoolinspection

• Principle:closerelationshipofexternalevaluation(schoolinspection)andself-assessment• Self-assessment of school focuses on the process of learning-teaching and on the quality of

techers’work• Thecriteraandthetoolsoftheself-assessmentoftheschool/manager/teachercomplywiththe

criteriaandthetoolsofevaluationoftheschoolinspection/manager/teacher;incaseofteachersalsowiththerequirementsofthesystemofqualification.

• The criteria of school inspection are completed with the criteria and expectations of self-assessmentatallthreelevels.

OpenQAsS 2014-1-HU01-KA202-002356


28-57

Comparing the public documents of schools and the elements of self-assessment, educationalinstitutionshavetopublishveryfewdataontheirwebsite(orelse)thatinludethedataoftheirself-assessment. A positive example in public education is the Special publication list and in adulteducationtheoverallresultsofsatisfactionsurveys.Theresultsofself-assessmentservetwoendsonbothareas:1.regularcontrollingoftheactivityoftheschool,2.toaccomplishtherequirementsofsupplyingdatafornationalstatisticsandmeasurings.Theyprovideanobjectiveviewofthecurrentcondition and quality of the educational system, and this is themost important link between theobjectivesofexternalandinternalevaluation.

A system for external evaluation can and should be created andoperated in order to achieve thefollowinggoals:

• Toprotecttherightsandinterestof(adult)students• Tomakeitpossiblefortheschoolstoprovide(adult)studentswithqualitytraining-education• Tosupportschoolsinordertobeabletocontinuouslydeveloptheiroperation,professionalwork

andefficiency• Tocertifyself-assessmentlocally• Tocollectandanalyzedata regularly inorder toestablish local, regionalandnationalplanning

anddevelopment

Observing both fields of education regarding their regulation, it can be seen that the centralregulationsformeasuring/assessinghavebeenconfiguredsothattheycanbeappliedtotheschools’own quality management activity. This way the most important procedures must appear in theschools’ measuring/assessing activity, although having a quality management program is notmandatoryinpubliceducation.

4 REVIEW OF THE EXISTING ICT SOLUTIONS

4.1 ITsystemsusedintheHungarianschoolssystemIn the Hungarian vocational schools there are now IT system used typically for supporting theinstitutionalQAsystem.

IntheframeoftheprojectofSocialDevelopmentOperativeProgramme2.2.1-12/1titled“ImprovingthequalityandcontentofVETandadulttrainingprovision”(managedbytheNationalLaborOffice)justfivesubprojectsarerunningforoveralldevelopmentoftheHungarianVETsystems:

- Subproject1:Expandingassessmentandevaluation- Subproject2:AligningtheNationalQualificationsRegister(OKJ)withqualificationsregulatedby

publicauthorities- Subproject3:ElaboratingframeworkcurriculaofVET- Subproject4:DevelopingaprofessionalprocesscontrolsysteminVET- Subproject5:DevelopingtheNationalQualificationsFramework

Oneofthem–namelythesubproject4 isaimedtostartamovementtowardsthe institutionalQAsystems. Within this subproject a professional process inspection system will be developedwhichwilluse thepositiveexperiencesof theexisting inspection/evaluationsystemsandactuponorganically the new system and the new framework curricula of VET. A process inspection

OpenQAsS 2014-1-HU01-KA202-002356


29-57

methodological handbookandan IT system supporting theprofessional process inspection systemwillbedeveloped;thedeveloperistheMicrosoftHungaryLtd

TheaimofthisITsystemistoestablishaplatformforsupportingtheyearlydesign,theorganisationandthecontroloftheexternalevaluationatnationalandatcountylevel,tocreateandtomanageadatabaseoftheexternalevaluatorsandtocollectfiguresontheresults.

This means that it is much more a system for central administration, and it does not provide ITsupportforfunningQAsystemsintheschools.

Basedontherulesdefinedbythemethodologicalhandbookthestandardsetofthedocumentsforevaluationandreportingwillbestoredbythesystemaswell.Theschoolsareobligedtocarryoutaself-assessment before the external evaluation starts, and they had to enter the figures of theassessmentthroughtheplatform.ThesystemdevelopmentwillbeclosedinSeptemberof2015.

AnotherapplicationwidelyusesintheHungarianpubliceducationandintheVETschoolsaswell isthe@DiaryAdministrationSystem.

@Diaryisadigitalversionofthetraditionalclassroomdiary,whichmanagesadatabasesusedbytheschools (students, teachers, groups, subjects, classrooms, etc.). Its main modules are as follows:Registersfortheresources(institutionaldata,rooms,curricula,equipment,practicingplaces,etc.),e-DiaryManagement(timetables,substitutions,etc.),queries,searching,filteringfiguresofthee-Diary(classroomlessons,recordsofabsences,reports,etc.),Documentmanagingandgeneratingmoduleforprovidingschooldocuments,likestatistics,certificates,etc.indifferentdigitalformat(PDF,DOC,és XLS), and for providing templates for standard documents. These documents contains allinformationwhattheschoolshavetoenterintothenationalstatisticaldatabasesystem(KIR-STAT).Thereareawelldefinedaccountsystemforthepersonswhoareallowedtoaccessfiguresofthee-Diary,asexternalpartnerstheparentscanseethenotesoftheirchildreniftheyaskedforpermissionfromthesystemadministrator.

The two systems presented above contain figures related to the internal QA system (e.g. for theshools’selfassessment),buttheyarefocusingratheronadministrativeissues,thanonoperatingQAcyclesintheschools,orsupportingqualitycultureamongtheschools’staff.

4.2 OpenQAsSToolkit–azesettanulmányokbanmegfogalmazottjavaslatok

Wedidnot findany IT solution for supporting theoperationof the institutionalQualityAssuranceSysteminHungary,whatweintendtodevelopintheframeoftheOpenQAsSproject.

Thereportonthecasestudiescontainsseveralveryusefulsuggestions,whattheConsortiumhastotake into consideration during the system design of OpenQAsS Toolkit (OQT). One of the mostimportantrequirementsagainstOQTis,thatthenewsystemshouldnotincreasetheadministrativeworkloadoftheteachers.Thequestion–howtoavoidtheredundancyofthestoreddata–iscrucialforachieveareallyusablesolution.Forinstancewehavetoavoidstoringthefiguresofthestudentsseparatelyinthedifferentsystemsseveraltimes.

SuggestionsoftheheadmastersofSZÁMALKandHandler(1)Managingqualitygoalsrelatedindicators

OpenQAsS 2014-1-HU01-KA202-002356


30-57

InHungarythereisaspecialsetofindicatorsrelatedtotheQAgoals,gatheringofwhichisobligatoryfor every schools. Beyond this set of indicators the OQT has to support the gathering of school-specificindicators,whichmaydifferindifferentcounties,andregardingthesectorsaswell.

(2) Standardized handling of tools for measuring the satisfactions of the partners (students,parents,maintainer,chambers,labour–market)

Surveymodule:

To fulfil this requirement, a questionnaire-editor module should be implemented, which can besupportedbyawell-definedsetofstandardquestionnaires.

(3)Processcontrollingsystem,withindicatorsmappedintheprocesses

TheaimistosupportandtotrackonthePDCA(Plan-Do-Check-Act)cycle

(4)Supportingtheselfassessmentofteachersandheadmasters

Thesystemshouldprovideonlinechecklistsandcompetence-cataloguestosupportSWOT-analysis,and it could create suggestions for the areas where self-development needed. If the systemrepresentsamodelofteacherscarriermonitoringandevaluationsystem,itcanhelptheteacherstopreparethemselvesfortheinspection.

(5)Supportinginsideflowcommunication

The school has to establish a systematically organized information exchange and communicationflow.Theparticipatingparties (students,parents, teachers, leaderofapprenticeworkshops,schoolleadershiporanyotherpartners)shouldnotfeelexcludedfromtheinformationflow.

Thepracticalpartofschooleducationisorganisedpartlyinapprenticeworkshopsgoingonoutside.The spatial isolation often leads to a situation where the leaders and trainers of apprenticeworkshopsmisstheinternalcommunication,andfeelthattheyarethereforeatadisadvantage

OQThastosupportanwellstructuredinternal,internet-basedinformationsysteminordertostore,toaccessandtosharetheinformationimportantfortheactors(students,teachers,parents,...).

(6)SupportingknowledgesharingandknowledgemanagementA well-established and effective internal individual and organizational knowledge managementsystemshouldbeoperatedInOQT.Inadditiontothequantitativemeasurements(forexample,thenumber of annual training hours) an organized system for other quality indicators needed, forsupportingtheteachingstaffandtheschoolleadershiptosharetheirusefulexperiences,instructivestories,bestpracticesmeasurementsneeded,haveaccumulatedovertheyears.

Theaimistoimprovetheprofessionalcompetences,toincreasethemotivationforexchangingthepedagogicalexperiences,tosupportknowingeach-otherandtostrengthencollegiality.

Thesystemshouldincludeamoduleandshouldproviderulesforsharingtheexperiencesofthestaffmember,participatingonthefurthertrainingcourse.

OpenQAsS 2014-1-HU01-KA202-002356


31-57

• An internal indicator system should be developed to measure the effectiveness of theknowledgemanagement.

• The staff should be guided in using the module, and to think over the opportunity for themotivation.

• A new structure for storing and commenting on different information was established. Suchinformationmayinclude:

§ Course learningmaterials received by the staff (brochures, questionnaires,manualsandmethodologicalmaterials,studies,etc.).

§ Thepersonnelrecords,summariesofthecourses;§ Documented and shared interviews with the participants on the course

content,methodologyandotherexperiences;§ Accompanyinglogs,records,commentsofthetrainings;§ A storehouse for provenmethods, scenarios, individual curricula, teaching

methods;§ Onlinepublications,alistofpaper-basedinformationmaterials;§ Videos,soundrecordings.

(7)Climatetestsformeasuringtheimpactofthesystem

Ineverytwoyearsaso-calledclimatetest (120questions)shouldbecarriedout inordertorevealtheeffectivenessofthemeasures.

(8)Documentrepository

OQThastocontainamodule forstoring,editingandmanagingadatabaseofstandarddocumentsfor quality assurance. The staff of the school could download the documents and to modify forspecialpurposesifneeded.

5 Coherence of national quality assuarence system and Equavet Member States, social partners and European Commission developed the European QualityAssuranceReferenceFramework inVocationalEducationalandTraining(EQAVET) in2009, inordertohelpqualityassuranceandqualitydevelopmentofVET.

GiventheapproachesofthequalityofvocationaltrainingbetweentheMemberStatesandMemberStates' diversity and complexity, the framework provides a common reference point to ensuretransparency, consistency and portability across a range of policy trends and practices typical ofEurope,suchasincreasingmutualtrust,mobilityofstudentsandworkers.

Developed by Member States in cooperation with the European Commission, the ReferenceFramework has now been adopted by the European Parliament and the Council in 2009.TheFramework is a key element of the Copenhagen Declaration and played a key role in renewalEuropean education and training systems. Quality Assurance National Reference Point providesinformationaboutthecommonframeworkandnationalqualityassurancesystem.

OpenQAsS 2014-1-HU01-KA202-002356


32-57

TheEQAVETnetworkhasidentifiedsixcommonthemes,calledbuildingblocks.Thebuildingblocks-which complement and support each other – built on EQAVET indicative characteristics andindicators.

Fig.7:Source:EQAVETmodulesbrochure(www.eqavet.eu)

TheimportanceofdevelopingtheEuropeanCommonQualityAssuranceFramework(CQAF/EQARF/EQAVET)isbasedonthefollowingargumentsandreasons:

1. Emphasisesandenhancestheimportanceofthedevelopmentofqualityvocationaltraining,helpingthepolicydecisions.

2. Increase the transparency and strengthens the mutual trust in the vocational trainingsystemsbetweencountriesandwithincountries.

3. Encouragesstakeholdersactiveparticipationinvocationaltraininganddealingwithqualityatalllevels(national,regional,local/institutional).

4. Vocationaltrainingismanagedasasingleentity,therebypromotingtheestablishmentofanintegrated,coherentnationalvocationaltraining.

5. Encourage the stakeholders for regular self-assessment. Problems identified in the self-assessment,identifyingareasforimprovementwillhelpensurehighqualitytraining.

6. Allowsthecreationandoperationofanexternalevaluationsystemthatsupportsinstitutionsinachievingthedevelopmentgoals.

7. Ensurethattheinternal(institutional)andexternal(industry,maintainers)measurementsisbuiltonsingleindicators,databases.

8. Ensure the opportunity for knowledge sharing,mapping to good practices (and take themoverandadaptedit)forcontinuousimprovement.

OpenQAsS 2014-1-HU01-KA202-002356


33-57

Qualitymanagementsystemsandprocesses

Fig.8:Source:EQAVETmodulesbrochure(www.eqavet.eu)

Thebuildingblockswillhelpthemtoidentifythemaintasksthatarenecessaryinordertoimprovetheframeworkforqualityassuranceprocesses.

EQAVETindicators

ImportantelementsoftheoperatingEQAVETdeterminingthemeasurabilityandevaluation.

The transparency based on partnership principle of mutual trust is a key element of the

framework.Thisindicatorsystemfollowsthestructureofthetargetsystem.Theseindicators

are system indicators, which can be further broken down into sectorial, regional,

maintainersand institutional level.Allof themshouldbedeterminedfollowing10system-

levelindicator,whichshouldbeincludingamongthesectorial/ institutionalobjectivesand

indicators:

Indicator1:RelevanceofqualityassurancesystemsforVETproviders

• Shareofprovidersapplyinginternalqualityassurancesystemsdefinedbylaw/atowninitiative• ShareofaccreditedVETproviders.

OpenQAsS 2014-1-HU01-KA202-002356


34-57

Indicator2:Investmentintrainingofteachersandtrainers:

• Shareofteachersandtrainersparticipatinginfurthertraining• Amountoffundsinvested

Indicator3:ParticipationrateinVETprogrammes:

• Percentage of annual cohort completing lower secondary school/compulsory educationparticipatinginIVETprogrammesatuppersecondarylevel(whichleadtoaformalqualification)

• Percentage of active population (15-74 years old) entering continuing education and training(CVET)programmes

Indicator4:CompletionrateinVETprogrammes

• PercentageofthosecompletingIVETprogramme(s)• PercentageofthosecompletingCVETprogramme(s)-attainingaformalqualification• …attainingaformalqualificationcomparedtothoseenteringCVETprogramme(s).

Indicator5:PlacementrateinVETprogrammes

• ProportionofVETprogrammecompleterswhoareplacedeither in the labourmarket, furthereducationortrainingorotherdestinationwithin12-36monthsaftertheendofprogramme

• PercentageofVETprogrammecompleterswhoareemployedoneyearaftertheendoftraining

Indicator6:Utilisationofacquiredskillsattheworkplace

a) PercentageofVETprogrammecompletersworkinginrelevantoccupations;b) Percentageofemployeesinagivensector:

• who,within a period of 12-36months from completing the VET programme, find thattheirtrainingisrelevantfortheircurrentoccupation;

• whoaresatisfiedinfindingVETprogrammecompleterswithrelevantqualificationsandcompetencesrequiredforworkplacement;

• whoaresatisfiedwithprogrammecompleters.Indicator7:Unemploymentrate

Thenumberofpeopleunemployedasapercentageofthelabourforce.Thelabourforceisthetotalnumberofpeopleemployed,plusthoseunemployed.

Indicator8:Prevalenceofvulnerablegroups

• Percentage of participants in VET classified as disadvantaged groups (in a defined region orcatchmentarea)accordingtoageandgender

• Successrateofdisadvantagedgroupsaccordingtoageandgender.

Indicator9:Mechanismstoidentifytrainingneedsinthelabourmarket

a) Informationonmechanismssetuptoidentifychangingdemandsatdifferentlevelsb) TypeofmechanismsusedtoupdatetheVEToffertothefuturelabourmarketneeds;

OpenQAsS 2014-1-HU01-KA202-002356


35-57

c) Informationonmechanismsusedtoprovidestakeholderswiththemostrecentinformationonthefutureneedsofthelabourmarket.

• Evidenceoftheireffectiveness

Indicator10:SchemesusedtopromotebetteraccesstoVET

• Informationonexistingschemesatdifferentlevelsa) TypeofschemesusedtoimproveaccesstoVETb) b) Information demonstrating the capacity of the VET system to increase access to VET.

ThereisnodifferenceinIVETandCVETindicators.

HungaryandtheEuropeancooperationinqualityassuranceoftraining

Hungary is among the first EUMember Stateswho aligned the already existing quality assurancesystems in the VET school system and adult trainingwith the quality assurance framework of theEuropeanUnion(EQAVET)inaflagshipproject.

The aims of system is the followings: to unify and coordinate the quality managementsystemsofvocationalandadulteducationinordertogiveclearpictureoftheactivitiesandfunctioning of the institutions to the policy makers and stakeholders themselves. Theindicatorsystemmatchedthereferenceframeworkforaqualitymanagementsystem4andbuilton3groupsofindicators:

• Mandatorykeyindicators,whichareobtainedbythestatisticalservices• Recommendedindicatorsrelatingtoinstitutionalqualitydevelopment(Definedandcollectedby

theinstitutions)• Benchmarking indicators, which are measured by the many institutions for the further

planning

Hungary was among the first EU countries, which carefully thought about the quality assurance system ofvocational training coordination of European guidelines, and take steps towards the recognition andapplication. In the vocational schooldevelopmentprogram (2006-2009)AdaptedVocational TrainingQualityAssurance Framework (QAF) has been developed. After that in the "Training and development of qualitycontent" project the Unified Vocational Training QualityManagement Framework has been developed andtested in 2010. The full preparation for the introduction was in 1070 for vocational and adult educationinstitution.Withthisstep,HungaryhastakenamajorstepforfulfillingthetasksetoutinBrugeCommunique.

HungaryactivelytakepartintheimplementationoftheEQAVETWorkprogramme2010-2013too.

Year2013isaturningpoint.Asitismentionedinchapter2.Themandatoryqualityassuranceisendedinpubliceducation(soinschool-basedVET).Inspectionsystemwasintroduced,whichimposesaseriousandverifiablecriteriaforallpubliceducationinstitutions,includingvocationalschools.However,inadulteducationthenewlawbindsoneducationinstitutionsfortheadoptionofacentrallydevelopedqualitymanagementsystem.

4„Bruge Communique” includes the measure of implementation of the 2009 recommendation on qualityassuranceinvocationaltrainingatnationallevelby2015.

OpenQAsS 2014-1-HU01-KA202-002356


36-57

Aboveall, thevocationalandadulteducationcontinuedquality improvement in the last twoyears.Anewaprocess-based quality management system is in progress taking account of developments in the past andEQAVET.

OpenQAsS 2014-1-HU01-KA202-002356


37-57

6 Executive summary Themainobjectiveofthisprojectistodevelopafreeframeworkandsoftwareforqualityassurancein vocational education, to transfer the EU standards to the educational system of the membercountriesandtopreparethemtoapplythenewmeasuringandassessingsystemandtheindicators.

For the success of the project we had to make a survey regarding the present situation, legalbackgroundandprofessionalenvironmentofvocationalandadulteducationinthepartnercountries(UK,Ireland,Italy,SpainandHungary)atanationalandinstitutionallevelaswell.Itwasanimportantgoaltostudythelegaldefinitenessandframesofvocationalandadulteducationrelatedtoqualityassurance in all the partner-countries. Every country should introduce the practice of qualityassurancethatisdetermininginthepresentsystemofvocationalandadulteducationofthecountry.

Anotherobjectivewastoinvolvemethodsandtools(especiallyITtools)intheNationalReportthatschools and other educational institutions use centrally or locally in their quality assurance (datastorage,database, collectionofdocuments, calculations,queries).All this information is importantregardingthespecificationofthecommonsystemtodevelop.

SummaryofthenationalreportThefirstunitshortlydescribestheHungarianvocationalandadulteducation,itslatestdevelopmentinthepastfewyearsandevenintheschool-year2013/2014.Wecouldnotdiscussseveralimportantchanges from the past, butwe concentrated on the present. That iswhywe introduced the dualeducation, changes to the structureandcontent (the ratesofpublicandvocationaleducationandthemodificationofthecontentofoutput)firstofall.ThechartshowingthestructureofHungarianeducationalsystemaccordingtoISCED,alsogivesanoverviewoftheposition,interconnectionsandplugs-inofvocationalandadulttraining.

Inthisunitwehave introducedafewimportantdataandtendenciesaboutthedistributionoffull-time9th grade students and also about the changesof thedistributionbyprogrammes (grammarschool,secondaryvocationalschool,vocationalandspecialvocationalschool).Despitetheeffortsofthe government the number of students studying at vocational schools has hardly increased foryears,notlikethenumberofthosestudyingingrammarschoolsandsecondaryvocationalschools.We have shortly explained the previous (2001) and the present (since 2013) decree on adulteducationandalsocomparedtheireffectonadulteducation.Theregulationsofadulteducationarestrict, specifiedby adecreeandmatch themeasuring systemof EQAVET. Theproblem is that thedecreevalidsince2013doesnotrefertotheentiretyofadulteducation.

Wehave shownsomedataof studentsofadulteducationwhichhavebeen farbehind theEU (27countries)foryears.

The second unit, which is about the legal background, shows clearly all the changes of the newvocational and adult education system, emphasizing the internal and external elements of qualityassurancesuchasself-assessmentandschoolinspection.

Thesecondunitexplainsthefollowing:

„ItisabasiccivicexpectationthatthequalificationsthatcanbeacquiredinHungarycanbeknownand easily identifiable. TheNational Vocational Qualification Register (NVQR) contains them.Now

OpenQAsS 2014-1-HU01-KA202-002356


38-57

the 150/2012. (VII. 6.) Government Regulation is in force. It not only declares a state-recognizedvocationalqualifications,butspecifiestheamendmentprocedureofNVQR.Itcontainsqualificationsofpreviousperiodsmatchingofthecurrentsystemofqualifications-helpingemployees,employersandthepublicadministrationpractitionersfindtheirwayclear.

Theprofessionalandexaminationrequirementsofvocationalqualifications(SZVK)aredefinedatthelevel of ministries, ensuring professional modernity and professionalism. Because they are set touniform principles, the individual ministerial decrees in respect of the ministry responsible forvocationaltraining(currentlytheMinistryforNationalEconomy-NGM)havevetorights.”

Furtherontheunitshortlydescribestheteacherscarriermonitoringandevaluationsystem,itslegalbackgroundandits introductiontopubliceducation.Thesystemofassessingandmeasuringwithaqualitymanagementapproachisbeingsetupgraduallyinvolvingvocationaleducationtoo.

ThenationalprofessionalmonitoringisoperatedbyTheMinisterofEducation.Regularmonitoringisorganized ineach fiveyear ineachpubliceducation institute.VET institutesare involvedbasedontherecommendationoftherelevantministry.Theaimofthemonitoringsystemistoevaluateandmonitortheworkoftheteachersusingsinglesetofindicators.Eachinstitutionismonitored.

Unit three contains the details of vocational and adult education, describing and analyzing theinstitutionallevelsofqualityassurance.Italsodescribesthepreviousandpresentqualityassurancesystemswiththeircompulsoryandnon-compulsoryelementsofallthevocationalinstitutions.

InHungaryitiscompulsoryforeveryschooltomakesomekindofself-assessment,thedifferenceisin content: in adult training there is a larger scale of activities to be assessed, while in publiceducationitisspecificallytheprofessionalperformanceofteachersthathastobeinfocus.

The system of school inspection (pedagogic-professional controlling model) was introduced inschool-basededucationinHungaryin2013–likeinmostEUcountries.Itismainlybasedonexternalevaluation,butself-assessmentisalsopartofit.

With this system theMinistry of Educationwanted to create an external, professional system forcontrollingandassessing,which isbasedonunifiedandpublic criteria. Itwas important tohaveaunifiedexternalsystemforassessing that–alongwith theschools’ self-assessment–canmakeanobjectiveandgenerativeevaluationforallschools.

Quality management is legally regulated in adult education. The same indicators of public andvocationaleducation,theirsourcesanddocumentsarecomparedtothisinthefirstchart.

Thesecondchartsummarizesthesameassessingandmeasuringtasksandtheirrealization inbothtypesofeducation(school-basedandadult).

Thenewsystemofvocationalandadulteducation,introducedintheschool-year2013/2014,anditsquality assurance cannot be assessed properly yet. One year is not enough, there are no proofs.(Althoughwecanmeasurepartialresultsandevaluatereflections,thefinalassessmentcanonlybecompletedattheendoftheeducationalprocess.)

OpenQAsS 2014-1-HU01-KA202-002356


39-57

InunitfourwehaveobservedEQAVET.Wehaveconsideredhowlong,inwhatforms,inwhatareasand how the Hungarian Educational Government has dealt with EQAVET, tried to introduce it,adapted its indicators. We can state that a significant progress has been made, the results areoutstanding.

Finally we introduced two educational institutions (see the appendix), where, although it is notcompulsory,aqualityassurancesystemisused.Theyhavebeenperformingtheirtaskforyearssoastomeettheinterestoftheirmostimportantpartners(studentsandparents)andtogetgoodratingfromauthoritiesandprofessionalcontrols.

These two surveys are just examples but they are good for gaining information regarding thesituationofqualityassuranceinHungary.

Whathasbeenleftoutofthereport!

It is an important change and a great success that two months ago, after a long developingprocedure in Hungary, the European Expert Committee passed the Hungarian QualificationsFramework(HQF).

The HQF creates further possibilities for different qualifications to be accepted internationally.Because of the mobility in studying and at work it has become necessary to specify the level ofdifferentqualificationsinanewsystemthatmatchestheinternationalstandards(itisbeingappliedtotherankingofallthevocationalandadultqualifications).Oneofitsmostimportantobjectivesandadvantagesisthatspecifyingtheresultsandrankingthemthesamewaymakeitpossibletocomparethem.

ThisisanewcategoryofqualityinEuropeinwhichtheobjectiveofeducationistoreachacertainlevelofresults,thatcanbedeterminedasnotjustknowledgebutalsoasskillsandtheyalsoaimatdevelopingcompetenciesthatarenecessaryforgainingqualifications.Thismeansagreatchangetomeasuringandassessingtheresultsofvocationalandadulteducation,butalsoinfluencesthewholeprocessoflearning.Inthenearfuturetheprinciplesofqualitymanagementinvocationalandadulteducationmay also change (as it can be predicted from an ongoing development). Regarding thefuture,directoriesofvocationaleducationpreferqualitycontrolsytemsbasedonprocesses.

May6,2015,Budapest

IldikóBalassa(SZÁMALK)

7 Vezetői összefoglaló E projekt alapvető célja, hogy a szakképzés minőségbiztosításához egy szabadon felhasználhatókeretprogramot és szoftvert fejlesszen, továbbá hogy az Európai Unió szakképzésében javasoltminőségszabványokattranszferáljaazegyestagországokoktatásirendszerébeésfelkészítsenazújmérőésértékelőrendszerésazindikátorokalkalmazására.

Ahhoz, hogy e projekt feladatait eredményesen tudja elvégezni, szükséges volt, hogy apartnerországokban (Egyesült Királyság, Írország, Olaszország, Spanyolország és Magyarország)felmérjük a szak- és felnőttképzés jelen helyzetét, státuszát jogi és szakmai kereteket mind azországos,mindpedigintézményiszinten.Fontoscélvolt,hogymindenpartnerországfeltérképezzea szak- és felnőttképzés jogszabályi meghatározottságát és kereteit a minőségbiztosítással

OpenQAsS 2014-1-HU01-KA202-002356


40-57

összefüggésben. Bemutatjaminden ország azt aminőségbiztosítási gyakorlatot,mely jelenleg azadottnemzetszakképzésiésfelnőttképzésirendszerébenmeghatározó.

További célként határoztuk meg, hogy a nemzeti beszámoló tartalmazza azokat módszereket éseszközöket (kiemelten az informatikai eszközöket) melyeket központosítottan vagy intézményiszinten az egyes iskolák, oktatási egységek használnak aminőségbiztosításimunkájukban, annaktámogatásaként (adattárolás, adatbázisok, dokumentum gyűjtemények, számítások, lekérdezésilehetőségek). Ezek az információk meghatározóak a fejesztendő közös rendszer specifikációjaszempontjábólis.

ANEMZETIJELENTÉSRŐLÖSSZEFOGLALÓAN

A hazai szak- és felnőttképzést – annak elmúlt néhány évben történt fejlesztését és a legújabb(2013/2014. tanévi) változásait - az első fejezetben röviden mutattuk be. Nem térhettünk kivisszamenőleg több fontos változásra, koncentráltuk a jelen rendszerre. Éppen ezért elsősorban aduálisképzésbevezetését,astrukturáliséstartalmiváltozásokat(közoktatásiásszakképzésiarányokés az output tartalmának módosítása) mutattuk be. Az ábra, mely az ISCED szintek szerintifelépítését mutatja be a magyar oktatási rendszernek, áttekintést nyújt a szak- és felnőttképzéshelyéről,kapcsolódásipontjairólésastruktúraegészébevalóbeépüléséről.

Ebben a fejezetben néhány fontos adatot és tendenciát is bemutattunk a 9. évfolyamos nappalitagozatos tanulók megoszlásáról, illetve a megoszlás változásáról a programtípusok (gimnázium,szakközépiskola, szakiskola és speciális szakiskola) szerint. A kormányzati szándék és támogatóintézkedések ellenére évek óta alig emelkedik a szakiskolai tanulók száma, sokkal inkább nő aszakközépiskolábanésgimnáziumbantanulófiataloké.

Röviden ismertettük és összehasonlítottuk a korábbi (2001) és 2013. szeptembertől érvényesfelnőttképzési törvény minőségbiztosításra gyakorol hatását. A felnőttképzés - jogszabályokbanmeghatározott - minőségbiztosítási szabályai szigorúak, jól illeszkednek az EQAVETmérőrendszeréhez. A probléma azonban az, hogy a 2013. évtől hatályos jogszabályok nemvonatkoznakafelnőttképzésegészére,csakannakegy-atörvénybendefiniált-részére.

Bemutattunk felnőttképzésben tanulókadatait is,mely tényszámokazEU (27Countries) adataivalösszehasonlítvaévekótanagylemaradástmutatnak.

Azelsőrésztjólegészítikiajogszabályibeágyazottságrólkészítettmásodikfejezet,melybőlvilágosanrajzolódik ki az új szak- és felnőttképzési rendszer valamennyi változása, kiemelten aminőségbiztosításbelső(önellenőrzési)éskülső(tanfelügyeleti)szabályozottsága,tartalma.

A2.fejezetismertetiakövetkezőket:

„A legfontosabb Alapvető állampolgári elvárás, hogy megismerhető és könnyen azonosíthatóaklegyenek a Magyarországon megszerezhető szakképesítések. Ezeket az Országos Képzési Jegyzék(OKJ)tartalmazza,jelenlega150/2012.(VII.6.)Kormányrendelethatályos.Eznemcsakdeklaráljaazállam által elismert szakképesítéseket, de meghatározza az OKJ módosításának eljárásrendjét is.Tartalmazza az előző időszakokban definiált szakképesítések megfeleltetését a hatályos képesítésirendszerben – segítve ezzel a munkavállalók, a munkáltatók és a közigazgatásban dolgozójogalkalmazókegyértelműeligazodását.

OpenQAsS 2014-1-HU01-KA202-002356


41-57

Az egyes szakképesítések szakmai és vizsgakövetelményei (SZVK) szaktárcák szintjén kerülnekmeghatározásra,ígybiztosítjákaszakmaikorszerűségetésszakszerűséget.Azért,hogyezekegységeselvek mentén kerüljenek meghatározásra, az egyes miniszteri rendeletek tekintetében aszakképzésért felelős minisztériumnak (jelenleg ez a Nemzetgazdasági Minisztérium – NGM)egyetértésijogavan.”

A fejezet további részébenmegtalálhatóa „Pedagóguséletpályamodell” rövidbemutatása,annakjogi szabályozása, továbbá a pedagógusok előmeneteli rendszeréről és a köznevelésiintézményekben történő bevezetéséről szóló rész. A minőségbiztosítási szemléletű ellenőrzési ésminősítésirendszerfolyamatosankerülfelépítésre,melykiterjedaszakképzésterületéreis.

Az oktatásért felelős miniszter működteti az országos pedagógiai-szakmai ellenőrzés rendszerét.Ennekkereteiközöttaköznevelésiintézménybenfolyamatospedagógiai-szakmaiellenőrzéstszervez,amelyintézményenként,ötéventeismétlődő,értékelésselzárulóvizsgálat.Azországospedagógiai-szakmaiellenőrzéscéljaapedagógusokmunkájánakkülső,egységeskritériumokszerintiellenőrzéseésértékeléseaminőségjavításaérdekében.Azellenőrzéskiterjedfenntartótólfüggetlenülmindenköznevelésiintézményre.

A szak- és felnőttképzési rendszer részletezését a harmadik fejezetben találják, bemutatjuk aminőségbiztosítás intézményi szintjeit és elemezzük is azokat. Ez a fejezetmutatja be valamennyiszakképző intézmény korábbi és jelenlegi minőségirányítási rendszerét, annak kötelező és nemkötelezőelemeit.

Magyarországon minden oktatási intézmény számára kötelező valamilyen önértékelés végzése, akülönbségatartalombanmutatkozikmeg:afelnőttképzésbenjelenlegsokkalszélesebbtevékenységikört kell értékelnie az intézményeknek, míg a közoktatásban kifejezetten a pedagógusok szakmaimunkájára,előmenetelérekellkoncentrálni.

Az iskolarendszerű képzésekben 2013-ban vezették be hazánkban - az Európai Unió legtöbbtagállamához hasonlóan- a tanfelügyeleti rendszert (pedagógiai- szakmai ellenőrzésimodell),melyelsősorbanakülsőértékelésenalapul,derészétképeziazönértékelésis.

E rendszer kidolgozása során az oktatási kormányzat egy egységes, nyilvános szempontsor alapjánkialakított, rendszeres, külső szakmai ellenőrzési és értékelési rendszert kívánt megvalósítani. Azegységes külső értékelés az intézmények önértékeléseihez kapcsolódva képes objektív, fejlesztőértékeléstadnivalamennyiköznevelésiintézményszámára.

A felnőttképzés jogi úton szabályozta minőségirányítás területeit. Ehhez hasonlítva (ezzelpárhuzamosan) írjuk le a közoktatás és szakképzés ugyanezen indikátorait, azok forrását ésdokumentumaitazelsőtáblázatban.

A második táblázatban foglaltuk össze ugyanazokat a mérési és értékelési feladatokat mindkétképzési típusban (iskolarendszerű szakképzés, illetve felnőttképzés) külön-külön, továbbá ezenfeladatokmegvalósítását.

OpenQAsS 2014-1-HU01-KA202-002356


42-57

A2013/2014évbenbevezetettújszak-ésfelnőttképzésirendszerésannakminőségbiztosításamégnemértékelhetőobjektívmódon.Ezazegyévnemtekinthetőelegendőnek,nincsenekbizonyítékoketekintetben.(egyoktatásifolyamatvégétmegkellvárnunkazértékeléssel,deközbenmérhetjükarészeredményeketésértékelhetőkareflexiók.)

A negyedik fejezetben a EQAVET kerül a górcső alá. Azt tekintettük át, hogy mióta, milyenfejlesztésben, milyen széles körben és hogyan foglakozott a magyar oktatásügy az EQAVET hazaibevezetésével, indikátorainak adaptálásával, gyakorlatba illesztésével. Megállapítható, hogy etekintetbennagyonjólhaladtunkelőreéseredményeinkpéldaértékűek.

Végezetülbemutattunkkétoktatási intézményt (lásdamellékletben),aholannakellenére,hogyatörvény nem írja elő kötelezően, mégis alkalmaznak minőségirányítási rendszert, a munkájukatévtizedek óta úgy végzik, hogy megfeleljenek a legfontosabb partnereknek (a tanulóknak és aszülőknek)ésjóértékeléstkapjanakahatósági,törvényességiésszakmaiellenőrzésekalkalmával.

Ezakétesettanulmányegy-egybemutató,desokinformációtnyerhetünkezekolvasásávalisahazaiminőségbiztosításhelyzetétilletően.

Amiajelentésbőlkimaradt

Fontosváltozáséssikertörténet,hogykéthónapjaértvégetMagyarországonegyhosszúfejlesztésifolyamat, melynek eredményeként az európai szakértői bizottság elfogadta a Magyar KépesésiKeretrendszert(MKKR).5

Az MKKR új távlatokat nyit és további lehetőségeket teremt az egyes képesítések nemzetközielismeréséhez.Atanulásiésmunkahelyimobilitásszükségessétette,hogyújrendszerbesorolva,anemzetközireferenciáhozhasonlítvatörténjenmegazegyesképesítésekszintjeinekmeghatározása(ígyvalamennyiszak-ésfelnőttképzésiképesítésbesorolása isennekmegfelelőentörténik). Ennekegyik legfontosabbcéljaéselőnye,hogya tanulásieredményazonosmódonvalómeghatározásésszinteknekmegfelelőbesorolásalehetővétesziazösszehasonlíthatóságot.

Ezegyújminőségi kategória Európában,melybenazoktatás célja adott szintű tanulási eredményelérése, melyet a tudáson kívül képességekben fogalmaznak meg, továbbá olyan kompetenciákfejlesztését célozzák meg, amelyek szükségesek egy adott képesítés megszerzéséhez. Ez jelentősváltozásthozaszak-és felnőttképzéseredményeinekmérésébenésértékelésében is,deatanulásifolyamat egészét is befolyásolja. Változhat a közeli jövőben a (egy most folyó fejlesztés ezt

5 AzegészéletenáttartótanulásEurópaiKépesítésiKeretrendszerének(EKKR)létrehozásárólszóló2008.évieurópaiuniósajánláskértefelatagállamokat,hogyhozzáklétresajátnemzetiképesítésikeretrendszerüketésbiztosítsákazEKKR-reltörténőmegfeleltetéstEzenajánlásértelmébenazunióstagállamokbankiadottújbizonyítványoknakésokleveleknekhivatkozástkelltartalmazniaarról,hogyazadottképesítésanemzetiésazeurópaikeretrendszermelyszintjénekfelelmeg.

OpenQAsS 2014-1-HU01-KA202-002356


43-57

bizonyítja)a szak-és felnőttképzésminőségirányításánakalapelve is.A jövőt illetőena szakképzéstirányítókpreferáljákafolyamatokraalapulóminőségellenőrzésirendszerműködtetését.

BalassaIldikó

Budapest,2015.május6.

OpenQAsS 2014-1-HU01-KA202-002356


44-57

8 ANNEXES

8.1 CaseStudyI.:SZÁMALK-SzaléziPost-SecondaryVocationalSchool

8.1.1 IntroductionThis case study summarizes the total quality assurance system of the adult education atSZÁMALK-SzaléziPost-SecondaryVocational School. It collects theEuropeanandHungarianqualitymanagement initiatives the school participated in previously. The former experiences formed thebasisforsubsequentnewQM-actions.Thecasestudypresentsthenewadulteducationregulation,passed in 2014. The school adapted its own Continuing Vocational Training Quality Framework,basedontheregulationapprovedbytheAssociationofAdultEducationandTraining(inHungarian:FVSZ).Theschoolworkedout itsownqualityassurance indicators,measurementtoolsandprocedures,basedon theexactorderof this framework. It completed the comprehensiveCVETQualityAssuranceManualonthebasisoftheseprinciples.Thecasestudypresentsaquality cycle of prior learning assessment, from the vision through the measuringinstruments and indicators till the feedback procedure. The case study includes theinstitution leaders’ proposals for the planned quality assurance tool in the OpenQAasproject.

8.1.2 ThebasicschooldataAddress:1119Budapest,Mérnökutca39

Phone:+36-1-883-3655

Website:http://www.szamalk-szki.hu

Totalnumberofstudents:1070,including160peopleinContinuingVocationalTraining.

Theschoolemploys46teachersandteachingassistants.

TheprestigiousSZÁMALK-SzaléziPost-SecondaryVocationalSchoolhasbeenoperatingsince1995.

SZÁMALK-SzaléziPost-SecondaryVocationalSchool (hereinafter referred toas theschool) receivedoperatinglicenseunderthenewlicensingrulesofadulteducationsectorin2014.Onthisbasis,theschooloffersadulteducationandtraininginthefollowingareas: interiordesigners,photographersandphotoproductdealers, ITadministrators, softwaredevelopers,customerrelationsassistants inforeignlanguages,steward/ess.

8.1.3 Theadulteducationandtrainingregulationpassedin2014Based on the new Adult Education Act 58/2013, the provider (Ministry of National Economy)regulatedthequalitymanagementframeworkintheCVETareaandtheoperatingproceduresoftheCommitteeofExpertsonAdultEducation(inHungarian:FSZB)indetails.Themainelementsofthisregulation:

a/The institutionhas todevelopa comprehensivequalitypolicyand related strategies inorder toensurethequalityoftrainingactivities.

b/Theinstitutionhastoestablishformalmechanismsforapprovaloftrainingprograms,forregularinternalmonitoringandevaluation.

OpenQAsS 2014-1-HU01-KA202-002356


45-57

c/ The institution has to evolve procedures to ensure the continuing education of teachers andensuretheirperformanceassessment(qualification).

d/Theinstitutionprovidestheresourcesforrealisationofeachtrainingprogram.

e/Theinstitutionprovidesthecollection,analysisanduseofinformationtoensuretheeffectivenessoftrainingactivities.

f/ The institution’s website regularly publishes updated, objective quantitative andqualitativeinformationonthetrainingactivities.

8.1.4 Thegeneralframeworkofschool’sTQM-systemThequalitymanagementsystemiscontrolledbyfour-levelsystemdocumentation:

LevelI:TheAdultEducationQualityAssuranceManualdated2014whichincludesalltheprocessesofthequalitymanagementsystem;

LevelII:Therequirementprofilesincludetheoperationalsystemprocesselements;

LevelIII:Theprocedures,determinedbytheministerialregulation(seeabove);

Level IV:Documentsrelatedtothe implementationof thetraining:notes, records,certificatesandotherrelevantdocuments.

8.1.5 TheSchoolCVETQualityAssuranceManual’sindicatorsTheQualityAssuranceManualdefinesthefollowingindicators:

- Indicator(s)relatingtothedesignandtothequalityreviewoftrainingprogramsandcurricula,- Indicator(s) of the personal and material conditions and financial resources for the training

programs,- Indicator(s)ofthesatisfactionmeasurementresultsoftrainingparticipants,- Feedback indicator(s) of employers and the labor market, regarding the organization and

contentsoftrainingprograms;- Indicator(s)relatedtothepublicityoftrainingprograms;- Feedbackindicator(s)relatedtotherequirementsforteacheremployment;- Feedbackindicator(s)relatedtotheteacherperformance;- Indicator(s)fortheself-evaluationactivitiesoftheinstitution.

During the CVET quality assurance procedures the school used questionnaires for satisfactionmeasurements for all participants. Themanual andotherdocumentsdefinedall proceduredetailsand algorithms related to the training activities, to the publicity, to the quality managementcorrectionpossibilities,toallfeedbackareas,totheteacherperformance,measurements,totheself-evaluation processes, to the assurance of human resources, for the infrastructure and for thefinancialresources.

8.1.6 Schoolleaders’proposalontheplannedOpenQAasinterfaceThemanagementoftheschoolwouldliketoseeaninterface,astheresultoftheOpenQAas-project,whichwouldmanagethefollowingitemsinunity:

OpenQAsS 2014-1-HU01-KA202-002356


46-57

- Statisticdata,requestedbytheOSAP(HungarianStatisticDataProgram)- Statisticdata,requestedbytheFIR(HungarianCVETDataSystem)- Data,collectedbyschool,suchas:aggregatedschoolquestionnairedata,schoolcompetenceand

performance measurement data, results of SWOT-analysis, examination data, drop-out rate,indicatorsforgraduates’employmentdataandthepriorlearningassessmentdata.Itwouldbedesirable if the software could be used for creating regional, national and internationalcomparativestatistics.

The open source software must also contain a large document repository related to qualityassurance, in which the user could download and modify the most important standardizeddocuments.Theprogramshouldassuretheindividualdataprotectionsandshouldprovideallothersafetyopportunities.

8.2 CaseStudyII.:NándorHandlerVocationalSchool,Sopron

8.2.1 SummaryThe case study shows how the Nándor Handler Vocational School participated in various qualityinitiatives(Comenius2000,CommonQualityAssuranceFramework,EQAVET,ESZÖM)fromtheearly90stothepresentday.

• TheEnglishversionofthestudypresentstwoexemplarydevelopmentmodels:• TheICTbenchmarkingschoolimprovementstrategy;• Theinternalflowofinformationandknowledgesharingrestructuring.

Thecasestudysummarizes theheadmaster’sexpectationsandsuggestions to the integratedopensource quality management interface, planned in OpenQAas project. The summary includes aselectedbibliographyandtwoannexes:Thestaffperformancemeasurementandevaluationsystemandtheimpactonteachingandlearning.

8.2.2 ThebasicschooldataName: Nándor Handler Vocational School

Postal address: Hungary, 9400 Sopron Halász u. 9-15.

URL: www.handler.hu

Number of students: 850

Number of teaching staff: 66

Qualifications: (ISCED level):

- Woodwork (joinery) 3C

- Art (graphic designer, decoration painter) 3A

- Informatics 3A

- Hairdresser, beautician 3C, 4C

- Construction (bricklayer, carpenter and rigger, painter and decorator) 3C

OpenQAsS 2014-1-HU01-KA202-002356


47-57

8.2.3 The school's participation in European quality management initiatives6The school has had a systematic quality assurance approach since 2000. The qualitymanagementsystemwasestablishedduringtheimplementationoftheCOMENIUS

2000InstitutionalModelIIaimingatthedevelopmentofaTotalQualityManagementsystem.

TheCOMENIUS2000InstitutionalModelIIisamixtureofdifferentqualitymanagementapproaches:it has taken over the requirement for process management and regulation from the ISO 9000standardseries,however,itgoessignificantlybeyondtheISOrequirementsasitpromotesnotonlytheprocessofputtingthings intoorderbutalsothecontinuous improvementanddevelopmentofthe organisational culture, which is a TQM and EFQM Excellence Model based approach. Theprocessestobecontrolledcover8areasoftheinstitutionaloperation:

• theresponsibilityandcommitmentofthemanagementoftheinstitution,• thedevelopmentofhumanresources,• safeinstitution,• educationandteaching,• measurement,analysisandcorrectiveaction,• managementofpartnerships,• provisionofotherresources,• operationoftheinstitution,

The school also developed its Quality Management Manual which has since then provided theframework for theschool’squality improvementactivities.Questionnairesaredevelopedandusedfor surveying theneedsandsatisfactionof staff (separatequestionnaires for teachersand trainersandforthenon-teachingstaff),students,parentsandexternalpracticaltrainingsites.Thesesurveysaim not only at improving the education-teaching-training activities but also at assessing theatmosphereandmoodwithintheinstitution.

Theschoolparticipatedalso intheadaptationprocessoftheEuropeanCommonQualityAssuranceFramework (CQAF), in EuropeanReferenceFramework forQualityAssurance inVET,EQAVET)andaligneditsexistingqualitymanagementsystemwiththesetwoframeworks.

Theinstitutioncurrentlyconductsself-assessmentagainstaspecificVETself-assessment

• modeldevelopedinHungary–thisistheCommonVETSelf-assessmentModel(Hungarian• abbreviationESZÖM),developedonthebasisofEQAVETadaptation.Thismodel• contains theEQAVET indicativedescriptorsandalso the10EQAVET indicators. Asa follow-up-

resultoftheregularself-assessmentactivity,institutionalimprovementactionsare• implemented,theirefficiencyandeffectivenessaremeasuredandtheyarebuilt-ininthe

every-daypracticeoftheinstitution.Thecontinuousimprovementisensuredbytheconscioususeofthe PDCA-SDCA1 cycle. The quality management system is described in the Institutional QualityManagement Program (Hungarian abbreviation IMIP), the operational elements in the QualityManagementManual.

6SeeMolnárné-Stadler2012.

OpenQAsS 2014-1-HU01-KA202-002356


48-57

8.2.4 CharacteristicsoftheappliedQMSThe school has a complex and structured systemof institutional goals at 3 levels: goals related tostrategy, to institutional quality and to development and improvement. Indicators are attached totheseinstitutionalgoals.Basedondifferentmeasurementsandevaluations,newgoals/targetsaresettothealreadyexistingoneswithnewlydefinedindicators.Theimprovementteamsandqualitycirclesimplementtheimprovementactionsbasedonanaction-projectplan.Inthepast,theyusedtolaunch/implement3-4actions;nowadaysonly1-2improvementactionsperyearhavebeenplanned.The accomplishment of the action plans is assessed and evaluated during the self-assessmentprocess.

8.2.5 ThecurrentqualityobjectivesThelastimportantqualityobjectivesare:

• Targetedpreparationfortheexams;• TheICTbenchmarkingschoolimprovementstrategy;• Qualityassuranceforlaggingstudents;• Relationshipwithparents;• Theinternalflowofinformationandknowledgesharingrestructuring.

Herearetwotypicaldevelopmentsfromabove.

8.2.6 A/TheICTbenchmarkingschoolimprovementstrategyVision, strategy

InthestrategicplanoftheschoolithasbeenplayinganimportantrolehowtoprepareteacherstouseICTtoolsintheclassroom.Afterthefirstcentralgovernmentactionsafter2002theschoolswerecentrally stocked upwith basic computer equipment, but first theywere only suitable to becomefamiliar with. There were not even built networks, wireless connections. The Nándor HandlerVocationalSchoolhasplannedtheirownICTdevelopmentonthebasisofthefollowingpurposes:

- TheICTtoolsmustbeanintegralpartofteaching;- Everyteachershouldbeabletousethetools;- Significantlyimprovethedevicesupply;- The improvement in methodology, the results have to show the effectiveness of the

development;- Theschoolstartsthedevelopmentofonlineteachingmaterials.

Diagnosis:

The ICT supplies of the school are measured by the following indicators:

- -RatioofteacherswithcertificatedICTknowledge,- Thenumberofaudio-visualequipmentperclassroom,- Thenumberofcomputersperstudent,- Theratioofnetworkedcomputerscorrelatedtoallcomputers,- TheproportionoftheschoolcomputersandInternetconnections.

Theschoolassessedthestateof ICTdevelopment, thetechnological levelandthepreparednessofstaff based on the above indicators. The measurements (and experiences) showed that ICT

OpenQAsS 2014-1-HU01-KA202-002356


49-57

penetration is low-level, partof the teaching staff (especiallyolder teachers)donot knowenoughaboutICTtools.Teachersarenotfamiliarwiththeonlinecoursematerialspreparation.Thereisnoexperienceintheinternet-basedknowledgeexchangeopportunities.

Actions:

Theschool,since2008,hastakenthefollowingspecificgenerativesteps:

- Worked out a 5-year long-term ICT teacher training plan taking into account the teacher'sperformanceindicators.

- Workedoutaninternal,web-basedtrainingsystemforcontinuousself-developmentofteachers,inwhich98%oftheteacherswasinvolved.

- USBmediadeviceswithonlineteachingmaterialsweredistributedamongteachers.- Allclassroomsweresuppliedwithcomputersandprojectors.

Theschoolestablishedaninternalcompetitionforthedevelopmentofonlinelearningmaterials. Inthiscontext,from2014to2006about200onlinecurriculahasbecomeavailabletoeveryoneviatheinternalnetworkof the school. (Woodworking communitydigitized forexample suchas60-70percentofthecurriculum.)

Quality control and feedback:

- Themeasurementsshowedthattheteachersuseddigitallearningmaterialsinabout40percentoflessonsonaverage.

- Using the satisfactionmeasuringquestionnairesandmeasurementdatagainedon thebasisofspecific indicators the school checked the specific impact of the development on learningoutcomes and teaching accomplishments annually. Companies engaged in practical workadjustment training and employing graduates for example have been asked in a measuringsatisfactionquestionnaire:howmuchare theysatisfiedwith the ICTpreparednessof students.Thenewcycleprocessofdevelopmentwasbasedonthesemeasurementsandexperiences.

8.2.7 TheinternalflowofinformationandknowledgesharingrestructuringVision, strategy

The school has the following objectives regarding internal flow of information and knowledge

sharing:

- Theschoolhastoestablishasystematicallyorganizedinformationexchangeandcommunicationflow.

- The participating parties (students, parents, teachers, leader of apprentice workshops, schoolleadershiporanyotherpartners)shouldnotfeelexcludedfromtheinformationflow.

- Theschool leadershiphassetatargettoworkwithaspecific internalknowledgemanagementsystem.Thissystemhelpsteacherstoexchangetheexperiencesacquiredinfurthertrainingandhelps to support the knowledge utilization. It is desirable that the experience and knowledgeachievedshouldbeexchangedintheframeworkofawell-organizedprocess.

Diagnosis

OpenQAsS 2014-1-HU01-KA202-002356


50-57

- Theschoolcarriedouta120-questioncomprehensiveclimatestandardizedtesteverytwoyears.The test shows the most negative results on the internal communication (and on financialrecognition).

- AtdiscussionswithintheEducationCouncil,themanagement,thequalitymanagementgrouporthedifferentworkinggroupsin2013someproblemraised.Theproblemwasthatalthoughtheschoolteachersandleadersregularlyparticipatedinvariousfurthertrainingcourses,developertrainingsessions, theknowledgegainedwasnotutilized inrelationwiththe investedtimeandenergy.

- The teaching staff and the school leadership have accumulated useful experiences, instructivestories,bestpracticesovertheyears,butthatarenotsystematicallystored,treatedorupdated by various channels. The school does not have a well-established and effective internal individual and organizational knowledge management system. In addition to the quantitative measurements (for example, the number of annual training hours) no organized system of other quality indicator measurements exists.

- The practical part of school education is organised partly in apprentice workshops going on outside. The spatial isolation often leads to a situation where the leaders and trainers of apprentice workshops miss the internal communication, and feel that they are therefore at a disadvantage. This was accurately detected in climate tests.

Actions

- The school transformed the school's internal web-based information system so that the information can be stored well-structured, electronically and available to share.

- Internal indicator system was developed to measure the effectiveness of knowledge management.

- The school organised training for using the system and introduced a system of motivation.

- A new structure for storing and commenting on different information was established. Such information may include:

§ Course learningmaterials received by the staff (brochures, questionnaires,manualsandmethodologicalmaterials,studies,etc.).

§ Thepersonnelrecords,summariesofthecourses;§ Documented and shared interviews with the participants on the course

content,methodologyandotherexperiences;§ Accompanyinglogs,records,commentsofthetrainings;§ A storehouse for provenmethods, scenarios, individual curricula, teaching

methods;§ Onlinepublications,alistofpaper-basedinformationmaterials;§ Videos,soundrecordings.

Possible ways of sharing knowledge outside the ICT-based channels:

- The staff member, participating on the further training course, must report to the competent deputy director on the course quality. (The school will then decide to send or not to send teachers to this course in the future.)

- Systematic verbal exchange of experience between colleagues, introduction of "experience exchange office hours".

OpenQAsS 2014-1-HU01-KA202-002356


51-57

- A separate item for sharing knowledge on the agenda of the working groups, conferences and other meetings should be included.

- All of apprentice workshop trainers must be invited to all relevant meetings and conferences.

- .The apprentice workshop trainers and the theoretical subject teachers must regularly reconcile their curriculum.

- The theory teacher has to see the apprentice workshop’s practice logs. This helps to align the theoretical and practical contents.

Quality control and feedback: - The results of the comprehensive, standardized 120-question climate tests carried out

every two years may show whether there was an effect of the measures. - The school leadership manages the knowledge management indicators and other

indicators in unity. (For example, the indicators on staff participation in further training are connected to the other indicators.)

- In the operation of the knowledge management system, in the indicators of school progress, dropout rates, the school satisfaction measurements, communication, the effectiveness of management, the impact of the measure should be reflected.

- If this is not done, then communication on all the topics must restart and a new cycle of the process must be started.

8.2.8 Headmaster’sproposalsondevelopingOpenQAassoftware- The software should include - preferably in a standardized frame - the school targets. It

would be useful if the target system was centrally defined by the school provider according to sector and type of school. Schools would be assigned to specific indicators as well. The school would add its target system, arising from the local situation and assign the local relevant indicators. So the software could make the measurements and comparisons on a homogenous interface.

- It would be necessary to ensure standard indicators, standard framework of process and procedural regulations (something similar to that of the Institutional Quality Management Program (in Hungarian: IMIP) included.) Two types of indicators can be involved:

o Raw data of the institution, collected by the Public Education Information System(PEIS, in Hungarian (KIR), the provider data, student records and the records ofteachers.

o ItwouldbeusefulifthePEISincludedotherrelevantindicatorstoo.Therewouldbea need for a national, regional and local data, which is suitable for comparisonsbetweenschooltypesandtypesofprofessions.

o The standard registration of satisfactionmeasurement data between the partners(parents,providers,chambersofcommerce,thelabourmarketperformers).

The program has to offer online questionnaire editing programs for local school specificmeasurements. Local indicators are needed, because the specific platforms (such as a minimumnumberofexternal apprenticeworkshops) canbeverydifferent in severalHungarian regions.Theprogramshould includeastandardframeworkforprocesscontrol, togetherwiththecorrect listofprocessindicators.ThusalltheelementsofthePDCA(plan–do–check–act)cyclecouldbeeffectivelyachieved.

OpenQAsS 2014-1-HU01-KA202-002356


52-57

Theprogramshouldincludehandychecklistsandcompetencycataloguesfortheleadershipandstaffmembers.SuchstepscouldfacilitatethepreparationoftheirownSWOT-analysis.Thesecompetencyevaluationquestionnairesandchecklistswillautomaticallyshowaperson'sindividualstrengthsandareasforimprovement.

Acomprehensivequalitymeasurementsystemmustmakeharmonybetweenthedatarequirementsof the central school supervision and the requirements of the teacher’s life-cycle model and theschool’sself-assessmentsdata.Acompatiblesoftwarecouldfacilitatetheworkofsupervisionandoftheschoolmanagementtoo.

AnnexNo.1Thestaffperformancemeasurementandevaluationsystem7

The staff performance measurement and evaluation system has been in operation in the

school since 1981, in the 2006/2007 academic year it was revised and further developed with

the participation of the Pedagogical Council and the teaching teams. The evaluation is

carried out henceforward twice a year – in November and in May. The professional work of

teachers is evaluated by the heads of the teaching teams, then the top management

completes and finalises the evaluation which is always personalised. Feedback can be

received from the competent teaching team head and/or deputy headmaster.

The evaluation of the professional work, the core activities is the task of each and every

leader either on top or middle management level defined in their job description. The

evaluation criteria include professional activity (professionalism, methodological culture,

assessment-evaluation, fostering talented students, catching-up), educational activity

(general execution of tasks, form master’s tasks, extracurricular activities) and other aspects

(commitment to school, cooperation, managing partnerships, communication, work discipline,

administration). In case of middle and top management, specific criteria related to the

evaluation of leaders’ work (like management of the school and partnerships, leadership

capabilities, managerial knowledge, creativity, communication) are added. All these criteria

are further broken down into more specific sub-criteria. There are weights allocated to the

different elements which differ according to the different groups evaluated (i.e. top

management, middle management, teachers, trainers and non-teaching staff).

As part of the overall staff performance measurement and evaluation system, in the

beginning of each academic year there are two teaching teams selected for external review

and a more thorough evaluation. In this case the evaluation system will be completed with

self-evaluation by the teacher and also with the evaluation by students. The principal

objective of this type of evaluation is to assist the teachers in their professional development

by identifying strengths and areas for improvement in the process of comparing the results of

teacher’s self-evaluation with the results of the evaluation made by the management. The

7See in: Molnár-Stadler Katalin (2012)

OpenQAsS 2014-1-HU01-KA202-002356


53-57

evaluation by students is questionnaire based. This is again a formative evaluation, the

teachers can get a picture of how the students perceive them and their work.

Another part of the performance evaluation system is the evaluation of the non-core activities

which include the organisation of events, preparing students for competitions, participation in

team work and carrying out quality assurance related tasks.

AnnexNo.2.Impactonteachingandlearning8

- Students’learningresults(mid-termandfullterm)- number/ratiooffailures- resultsincompetitions- examinationresults- resultsinnationalcompetenceassessmenttests- ratioofstudentsdoubletheyear- drop-outrate- rateofstudentswhocompletedagiventrade- numberofstudentscontinuingtheirstudiesatahigherlevel- numberofstudentsacquiringasecondqualification

Throughpartnersurveysinformationisgatheredonthepartners’perceptionofe.g.

- theknowledgeandprofessionalskillsprovidedandtheircompliancewiththelabour- marketdemandsandtheevolutionofthequalification- relationbetweentheoreticalandpracticalvocationaltraining,- fosteringtalentedstudentsandprovidingsupporttostudentsinneed,- establishingcommoncriteriaforstudents’assessmentandofevaluationobjectively,- usingup-datedpedagogical,didactical,ITmethodsinteachingandtraining.- relevanceofpedagogical,methodologicalanadidacticalissuesforQA

- The QA activity/system has led to a good number of pedagogical and methodological

developments. Within the QA system, the school evaluates the applied educational and

training methods, their appropriateness, relevance and efficiency.

- Teachers take regularly part in internal and external training courses on pedagogical

methodology.

- The multiplication of the acquired new knowledge within the school takes place in an

organised way.

- Within the performance measurement system, the participation in in-service teacher

training programs, and the efficiency and relevance of the applied teaching-learning –

training methodology are part of the evaluation criteria.

- The internal pedagogical competition system encourages the transfer of

methodological good practices among teachers and trainers. b. Description of the

8See in: Molnár-Stadler Katalin (2012)

OpenQAsS 2014-1-HU01-KA202-002356


54-57

operation of the self-assessment system, both of them are considered as a god practice

of the Nandor Handler School therefore proposed for translation.

3.Indicatorsystem(listofindicatorscollectedandused)

4.Quality(improvement)methodsused(ashortdescriptionofeachmethodcanbeprovided)

a) interviews a) questionnaire based surveys b) Ishikawa diagram c) brainstorming d) KJ-S method e) self-assessment f) SWOT analysis g) process description, process map h) tree diagram i) using slips of paper j) Improvement action plan (example) k) Organisational development plan l) Methodological tools and culture m) Participation matrix n) Internal competition system

- Call for tenders - List of approved pedagogical tenders 2011

o) Questionnaires on partners’ needs and satisfaction, surveys for - students - parents - teachers - non - teaching staff - employers - suppliers

OpenQAsS 2014-1-HU01-KA202-002356


55-57

8.3 BibliographyBibliography

• OktatásiHivatal(2013):Útmutatóapedagógusokminősítésirendszeréhez• Molnár-StadlerKatalin(2013):QualityimprovementinitiativesintheHungarianvocational

education(VET)CEDEFOPhttp://www.eqavet.eu/Libraries/PLA_Budapest_2013/QA_and_SA_in_VET_in_Hungary_May_2013_MSK.sflb.ashx

• MolnárnéStadlerKatalin-KrálikTibor:AzEgységesMinőségirányításiKeretrendszerbevezetése,Tanulmány2009.ÚMFTProgramirodaTÁMOP-2.2.1-08/1-2008-0002

• MagyarMinőség(elektronikusfolyóirat),XIX.évfolyam11-OKoktat–Oktatásikülönszám,2010.november,http://www.quality-mmt.hu/adat/fajlok/letoltesek/magyar-elektronikus-folyoirat/mm_2010-/2010_11_okMM.pdf

• CsiszárMiklós:Benchmarkingadatbáziselemzés,Budapest,2007.

• Farkas Éva: A láthatatlan szakma. Tények és tendenciák a felnőttképzés 25 évéről (typiART,2013)

• Amagyarországiszakképzésrövidáttekintése.[2011]AzEurópaiUniókiadóhivatala,Luxemburg.• Sediviné Balassa Ildikó: Összefoglaló elemzés a felsőoktatás ágazati kapcsolódásairólTÁMOP-

4.1.3-11/1-2011-0001„Felsőoktatásiszolgáltatásokrendszerszintűfejlesztése”,(2.ütem).• Jelentésamagyarközoktatásról2010.OktatáskutatóésFejlesztőIntézet,Budapest,2011.• MódszertanikézikönyvazEgységesSzakképzésiMinőségirányításiKeretrendszerbevezetéséhez.

Készítette:MolnárnéStadlerKatalinésKrálikTibor,Budapest,2011.• A magyarországi szakképzés rövid áttekintése CEDEFOP kiadványok 2011-2014 (Európai

Szakképzés-fejlesztésiközpont)• AntalnéSzabóÁgnes,HámoriVeronika,KimmelMagdolna,KotschyBeáta,MóriÁrpádné,Szőke-

Milinte Enikő,Wölfling Zsuzsanna: Útmutató a pedagógusokminősítési rendszeréhez, OktatásiHivatal,2014

• PetrócziGábor:Azintézményiönértékeléselkészítése• http://www.petroczigabor.hu/cikkek/tanfelugyelet/Intezmenyi_onertekeles.html• Barcsák Marianna, Barlai Róbertné, Jurecz Emil, Járainé dr. Bődi Györgyi, Farkasné Egyed

Zsuzsanna,HorváthnéMoldvayIlona,VirágnéNagyÉva,RinghoferErvin,TóthGéza,VargaLászló:Országos tanfelügyelet, Kézikönyv szakképző iskolák számára, Oktatási Hivatal 2014https://www.oktatas.hu/pub_bin/dload/psze/psze_szakkozepiskola_szakiskola.pdf

• Molnárné Dr. Stadler Katalin: Intézményi önértékelés, tanévnyitó konferencia, prezentációhttp://www.oktatas.hu/pub_bin/dload/unios_projektek/tanevnyito_konferencia2014/Molnarne_dr_Stadler_Katalin.pdf

Decrees

• 2011.éviCXC.törvényanemzetiköznevelésről• 2013.éviLXXVII.törvényafelnőttképzésről• 2011.éviCLXXXVII.törvényaszakképzésről• 2012.éviLXXI.törvényaszakképzésrőlszóló2011.éviCLXXXVII.törvénymódosításáról• 229/2012.(VIII.28.)Kormányrendeletanemzetiköznevelésrőlszólótörvényvégrehajtásáról• 326/2013. (VIII. 30.) Kormányrendelet a pedagógusok előmeneteli rendszeréről és a

közalkalmazottakjogállásárólszóló1992.éviXXXIII.törvényköznevelésiintézményekbentörténővégrehajtásáról

• 393/2013 (XI. 12.) Kormányrendelet a felnőttképzési tevékenység folytatásához szükségesengedélyezési eljárásra és követelményrendszerre, a felnőttképzést folytató intézményeknyilvántartásának vezetésére, valamint a felnőttképzést folytató intézmények ellenőrzésérevonatkozórészletesszabályokról

OpenQAsS 2014-1-HU01-KA202-002356


56-57

• 217/2012. (VIII. 9.) Kormányrendelet az állam által elismert szakképesítések szakmaikövetelménymoduljairól

• 150/2012. (VII. 6.) Kormányrendelet az Országos Képzési Jegyzékről és az Országos KépzésiJegyzékmódosításánakeljárásáról

• 58/2013.(XII.13.)NGMrendeletafelnőttképzésiminőségbiztosításikeretrendszerről,valamintaFelnőttképzésiSzakértőiBizottságtagjairól,feladatairólésműködésénekrészletesszabályairól

• 20/2012.(VIII.31.)EMMIrendeletanevelési-oktatásiintézményekműködésérőlésaköznevelésiintézményeknévhasználatáról

• 51/2012.(XII.21.)EMMIrendeletakerettantervekkiadásánakésjóváhagyásánakrendjéről.

OpenQAsS 2014-1-HU01-KA202-002356


57-57

9 OpenQAsS Project Basics Programme:Erasmus+,StrategicPartnership,VocationalEducationandTrainingParticipatingcountries:Hungary,Spain,Italy,UnitedKingdom,IrelandProjectduration:September2014–August2017ProjectID:2014-1-HU01-KA242-002356Projectwebsite:http://openqass.itstudy.hu/enCoordinator:iTStudyHungaryLtd.Contact:MáriaHartyányi.Email:[email protected]

TheOpenQAsSprojectvisionistoutilisethepotentialoftoday’snetworkingtechnologyinallareasof the implementationof the EQAVETReference Frameworkprinciples, and somake the resultingtoolspartofthedailypracticeofinstitutionalQualityAssuranceinourVETschools.

Targetgroups

• TeachersandheadmastersofVETschools;managersandtrainersofVETprovidercompanies;• VETschoolsandVETproviders;• Researchersworkinginthefieldofthevocationaleducation;• SoftwaredevelopersjoiningtheOpenQAsS.orgcommunity.

Objectives

• ToimprovethecultureofqualityassurancebyinvolvementofVETteachersandtrainersintoonlineconsultationinthepartnercountries;

• TodevelopOpenSourceSoftwaretoolkit(OpenQAsS)topromoteandfacilitateQAmanagementinVETschoolsandadulteducationalVETproviders;

• Todevelopacertificate–InstitutionalQualityManager(IQAM)–forVETteachersandtrainerswhotakeresponsibilityforqualitymanagementtasksininstitutions.

Partners

iTStudyHungaryEducationalandResearchCentreforICT-HungaryUniversidaddeAlcala-SpainAICA,AssociazioneItalianaperl'InformaticaeilCalcoloAutomatico-ItalyCAPDMLtd.-United-KingdomSZÁMALKSzaléziVocationalHighSchool-HungaryNationalResearchCouncilInstitute-ItalyTREBAGLtd.-HungaryICS-SKILLSCertificationBodyOfTheIrishComputerSociety-Ireland