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EQAVET overview
Piraeus 15-16 November 2012
Natassa Kazantzidou
www.bequal.info
History
Barcelona European Council, 2002 : target to make Europe’s education and training systems a world quality reference by 2010.
The Copenhagen declaration, 2002 sets the basis for the development of a Common Quality Assurance Framework for VET in Europe (CQAF).
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History
May 2004, the European Council endorsed the CQAF
October 2005, establishment of the European Network for Quality Assurance in VET (ENQA-VET)
2009, Recommendation on establishment of a European Quality Assurance Reference Framework for VET (EQARF)
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History
2010, European Quality Assurance in Vocational Education and Training (EQAVET) replaced ENQA – VET
The Bruges Communiqué 2010 reviewed the strategic approaches and priorities of the Copenhagen process and set the roadmap for VET for 2011-2020.
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Quality in VET context
Quality assurance is linked with and facilitates adoption of European instruments and tools of the Copenhagen process, i.e. ECVET, EQF, validation of non-formal and informal learning and Europass.
All these instruments have as objective the facilitation of mobility, through transparency of qualifications and quality assurance is an important factor for building mutual trust.
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Quality and EQF
The referencing of NQF to EQF has two criteria relevant to quality assurance: 5 “The national quality assurance system(s) for
education and training refer(s) to the NQFk or system and are consistent with the relevant European principles and guidelines
6 The referencing process shall include the stated agreement of the relevant quality assurance bodies”.
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Quality and ECVET
ECVET recommendation invites MS to apply the common principles for quality assurance in VET when using ECVET.
Quality assurance is a core issue for building mutual trust in ECVET partnerships and quality assurance principles and criteria are documented in ECVET documents, i.e. Memorandum of Understanding and Learning Agreements.
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Validation of non-formal and informal learning
Obligation of the stakeholders to establish appropriate quality mechanisms for the identification and validation of non –formal and informal learning.
Quality assurance mechanisms should underpin processes, procedures and criteria for validation, in order to build confidence and trust. Member States and European Commission are invited to support the development of quality assurance mechanisms.
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Europass
Europass can be used as a quality assurance framework for the identification and documentation of learning outcomes and transparency of qualifications.
Quality assurance is an important factor in the use of Europass documents, especially Europass Mobility, in order to facilitate understandability of qualification
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The EQARF Recommendation
Develop the European Quality Assurance Reference Framework (the Framework), quality criteria, indicative descriptors and reference indicators
Devise an approach aimed at improving quality assurance systems at national level
Participate actively in the European Quality Assurance Reference Framework network
Establish a Quality Assurance National Reference Point for VET
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The Framework
Quality assurance and improvement cycle (planning, implementation, evaluation/ assessment and review/revision) based on a selection of quality criteria, descriptors and indicators applicable to quality management at both VET-system and VET-provider levels.
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The framework
A‘toolbox’, from which the various users may choose those descriptors and indicators that they consider most relevant to the requirements of their particular QA system.
The proposed descriptors and indicators are provided as guidance only and may be selected and applied by users of the Framework in accordance with all or part of their requirements and existing settings.
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Quality Criteria
Planning reflects a strategic vision shared by the relevant stakeholders and includes explicit goals/objectives, actions and indicators
Implementation plans are devised in consultation with stakeholders and include explicit principles
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Quality Criteria
Evaluation of outcomes and processes is regularly carried out and supported by measurement
Review
Descriptors for each criterion at VET system and VET provider level
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Descriptors at VET level
Planning
European, national and regional VET policy goals/objectives are reflected in the local targets set by the VET providers
Explicit goals/objectives and targets are set and monitored
Ongoing consultation with relevant stakeholders takes place to identify specific local/ individual needs
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Descriptors at VET level
Responsibilities in quality management and development have been explicitly allocated
There is an early involvement of staff in planning, including with regard to quality development
Providers plan cooperative initiatives with other VET providers
The relevant stakeholders participate in the process of analysing local needs
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Descriptors at VET level
VET providers have an explicit and transparent quality assurance system in place
Implementation Resources are appropriately internally aligned/
assigned with a view to achieving the targets set in the implementation plans
Relevant and inclusive partnerships are explicitly supported to implement the actions planned
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Descriptors at VET level
The strategic plan for staff competence development specifies the need for training for teachers and trainers
Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance
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Descriptors at VET level
Evaluation
Self-assessment/self-evaluation is periodically carried out under national and regional regulations/frameworks or at the initiative of VET providers
Evaluation and review covers processes and results/outcomes of education including the assessment of learner satisfaction as well as staff performance and satisfaction
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Descriptors at VET level
Evaluation and review includes adequate and effective mechanisms to involve internal and external stakeholders
Early warning systems are implemented
Review
Learners’ feedback is gathered on their individual learning experience and on the learning and teaching environment. Together with teachers’ feedback this is used to inform further actions
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Descriptors at VET level
Information on the outcomes of the review is widely and publicly available
Procedures on feedback and review are part of a strategic learning process in the organisation
Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place
