Olabide Ikastola - Euskalit

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2 STRATEGY strategy EFQM Excellence Award 2010 16 Source of information Processes/ Documents Responsibility Monitoring of key processes Assessment and review summary sheet Indicator results PS owners, process owners and QCT (Quality Coordination Team) Monitoring of CSF Indicator results PS owners, process owners and QCT Monitoring of financial results Financial indicator results MT, PS owners, process owners and QCT Self-assessment Annual self-assessment QCT Processes: assessment and review & improvement Processes Process owner cycles Results of training activities Training records Training Plan Process owner Seminars for the exchange of best practice Knowledge Management Plan Knowledge Management Process owner Consultancies Minutes of meetings with Overcall consultancy MT Visits to other organisations. Study of reports and submission documents of other organisations Training databases MT Society satisfaction survey Market study (as needed) Benchmarking (Euskalit, PISA, Eustat, ISEI). Academic data (USE/ university entrance exams) on competition in Vitoria-Gasteiz. Process for the Measurement of Impact on Society Process for the Measurement of Customer Satisfaction Indicator data Process owners Dept. of Education reports Strategic Reflection Process MT Analysis of the competencies of partners Records of the Process for Partnership and Process owner (through meetings, websites, etc.) and assessment of partnerships Supplier Selection and Appraisal Environmental legislation Agenda 21 Project Process owner (Vitoria-Gasteiz City Council) Legislation on education (Dept. of Education) Strategic Reflection Process MT Legislation on Occupational Health & Safety Strategic Reflection Process Process owner (Fremap Mutual Insurance Company) ERKIDE Process for Partnership and Supplier Selection Process owner and Appraisal Survey on former pupils Process for the Measurement of Customer Process owner/ MT Satisfaction Data on population Strategic Reflection Process Process owner Key process and CSF indicators Process for the Management of Continuous Process owner Improvement Monitoring of innovation projects Project Management Process PS owner MT Indicators of the Process for Drawing Up the Technology Plan Process for Drawing Up the Technology Plan Process owner Fig. 2b.1: Information sources for the analysis of internal performance and capabilities Learning activities and benchmarks/benchmarking In Olabide three sources are used for identifying benchmark performance, i.e. comparing our performance in results criteria. Firstly, the Euskalit database on leading organisations in terms of business Excellence in the Basque Country. The existence of these data enables us to compare our performance with schools and other organisations which have been recognised with the Silver and/or Gold “Q-for-Quality” Awards and, in some cases, with schools recognised as EEA Finalists, Prize or Award Winners such as Lauaxeta Ikastola, Begoñazpi Ikastola, Colegio Vizcaya, Fundación Novia Salcedo, Colegio Ursulinas (Urkide), Colegio Sagrado Corazon, etc. Secondly, the Overcall database contains data on leading organisations in the field of business Excellence within the education sector, most of which have been recognised with the Silver and/or Gold “Q-for-Quality” Awards. And thirdly, our involvement in network organisations (EIB, ERKIDE), managed as partnerships, 4a. Having identified benchmark performance, benchmarking activities in themselves have been conducted as a source of invaluable information for learning purposes since 2002-03. The choice of organisations to benchmark is based on identification of best practice (of any organisation), compatibility with the characteristics of the school (best practices of other schools of a similar nature to ours) and/or relevance to Olabide Strategic Priorities (StP, 2c). Prior to drawing up the SP 2004-09, we had already been actively benchmarking our performance in different fields of internal and academic management, e.g. with Maier (use of 5S methodology, internal layout of the school) and with the 2003 EQA Finalist Begoñazpi Ikastola (use and application of EU Education Projects), 5a. With the start of a new strategic period for Olabide in 2004-05, benchmarking was further systemised as a tool for comparing performance and learning from best practice in relation to the newly identified StP of the school. Examples of this include:
2 STRATEGY strategy EFQM Excellence Award 2010 17 • in 2004-05, benchmarking with various schools (Begoñazpi, Lauaxeta, Jakintza, etc.) on matters related to further deployment of the EFQM model in the school (2c, StP. 2.1), co-existence (StP. 1.4) and leadership, and with Irizar (2000 EQA Prize Winner) on leadership practices; • in 2005-06, with Irizar (matters related to StP. 1.2. & 1.3), Jakintza (process management, StP. 2.1) and with Salbatore Mitxelena School (Bizi Zaitez Project, StP. 1.3); • in 2006-07, benchmarking trip to Finland for learning and comparison regarding pupil autonomy and participation (StP. 1.7), and with Berakruz Ikastola on leadership; • in 2007-08, with Jakintza (process management, StP. 2.1) and with Axular and Ikastolen Elkartea (StP. 1.7 & 1.8); and • in 2008-09 and 2009-10, with Ekintza, Axular and Ikastolen Elkartea on further development of ICT’s in Olabide (StP. 1.8) and parent participation (StP. 1.9). Many such examples of benchmarking activities for learning and comparison with best-in-class organisations can be found throughout this submission document. With respect to other learning activities, input is provided through three processes, namely the Training Plan Process, the Process for the Management of Continuous Improvement and the Project Management Process. The MT studies the information and proposals put forward, selects those it considers to be relevant and includes the corresponding activities in the BP. Discussions are held with the corresponding staff collectives on how best to apply the learning in their processes, and the necessary resources are made available to them. With a view to maximising our performance and capabilities, we also analyse data on the core competencies of our partners and use them to complement our strategy, 4a. For example: • 1994-95: participation in the pilot group of schools for implementing a certified quality management system (organised by Euskalit); • 1998-99; start of Olabide involvement in EU Socrates and Comenius programmes, to improve and further our knowledge regarding student exchange programmes in Europe; • 2002-03; implementation of a system of management by processes, with the support of Overcall; • through our partnership with EIB, and aligned to Olabide StP 1.1, 1.2, etc. (2c), we compare with other ikastolas how they promote the Basque language and culture, the content of their MVV, etc; • in 2005/06, through our involvement in EU Projects and aligned to the Olabide StP 1.2 (2c), the implementation of a Science Project, which has led to Science and scientific experiments being taught in English. This has been deployed throughout the curriculum in PE; • through our partnership with Julen Iturbe, an expert consultant on knowledge management, and aligned to the Olabide StP 3.1 (2c), we have set up a Knowledge Management Project through which a further 5 projects have been prioritised in this area, 4e; • the setting up of a Committee for Co-existence, as part of the Pentacity Project, aligned to Olabide StP. 1.4 (2c) and adapted through internal learning to the particular characteristics of the school. The function of this Committee is to oversee the correct deployment of the planned approach. Initial learning on this project was through benchmarking with Lauaxeta Ikastola on this project, and later directly from Begoña Salas, the creator of this model. Many other examples of projects and initiatives set up in conjunction with core capacities of partners and through internal learning can be found throughout the enabler criteria of this submission document. Other sources of internal learning include subscription to various specialist education and management-related publications such as Hik-Hasi, Cuadernos de Pedagogía, Hitza, Ahotsa, Partida Doble, Organización y Gestión Educativa, Aula, etc. With respect to new technologies and business models used in Olabide, measurement of their impact on the performance of the school has shown positive results. For example, comparative data provided by EIB, ERKIDE, Ikastolen Elkartea and Kristau Eskola show Olabide to be a reference school in the local area in terms of IT equipment and technological infrastructure. Since 1994, our buildings have been equipped with category 5 structured cabling with 10/100 cards, enabling all our IT equipment to be intranet and extranet-connected. Additionally, all the school (except the IE area) is connected to a WiFi network. Results values for people satisfaction with the deployment and use of ICTs in Olabide are shown below. 2003-04 0204-05 2005-06 2006-07 2007-08 5.15 7.24 7.5 7.1 7.29 In terms of the business model, regular measurement (through self-assessment and external assessment) of the impact of the EFQM business Excellence model on our performance has revealed that the deployment and progressive refinement of the model has had a positive impact in terms of effectiveness and efficiency in all key areas (6, 7, 8 & 9). Scores from successive self-assessment exercises, subsequently endorsed through external assessment and being recognised with the Silver and Gold ‘Q-for-Quality’ Awards in 2005 and 2008 respectively, are shown below. 2003 0204 2005 2007 2008 351 415 480 576 621 Measurement, learning, refinement and improvement The effectiveness of the Olabide approach in this area is measured mainly through the performance indicators on academic and financial results, 9. Some of the most significant actions taken as a result of measurement and learning in this area of management include: YEAR 2002- 03 Selfassessment 2007- 08 2008- 09 2009- 10 REVIEW AND LEARNING Reflection by MT Reflection by MT Reflection by MT Reflection by MT IMPROVEMENT ACTION Self-assessment against EFQM model systemised (after initial use in 1995) as a tool to gather relevant information and measure the impact of this model on the performance of the school. Design of a matrix to bring together all relevant information for drawing up Strategy and supporting policies. Self-assessment conducted with the help of an external expert in EFQM model, for a more demanding and rigurous viewpoint in preparation for external assessment. MIT members take active part in benchmarking exercise on language teaching-learning. USE teacher relieved of some teaching duties to focus on measuring and monitoring key Olabide results.
Page 1 and 2: EFQM EXCELLENCE AWARD 2010 January
Page 3 and 4: overview overview EFQM Excellence A
Page 5 and 6: Leadership
Page 7 and 8: 1 LEADERSHIP leadership EFQM Excell
Page 15 and 16: Strategy
Page 17 and 18: 2 STRATEGY strategy EFQM Excellence
Page 19: 2 STRATEGY strategy EFQM Excellence
Page 27 and 28: people 3 PEOPLE EFQM Excellence Awa
Page 37 and 38: partnerships & resources 4 PARTNERS
Page 49 and 50: 5 PROCESSES, PRODUCTS processes & S
Page 59 and 60: Customer Results
Page 61 and 62: customer results 6 CUSTOMER RESULTS
Page 67 and 68: People Results
Page 69 and 70: people results 7 PEOPLE RESULTS EFQ
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people results 7 PEOPLE RESULTS EFQ
Page 73 and 74:
Society Results
Page 75 and 76:
8 SOCIETY RESULTS society 65 result
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8 SOCIETY RESULTS society 67 result
Page 79 and 80:
9 KEY RESULTS 68 key results EFQM E
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Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
glossary glossary EFQM Excellence A
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Olabide Ikastola - Euskalit

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