presentation documents

ksgoeppingen

presentation documents

Programme in Finland 20.-23.5. 2007

CQAF model and QM in Finnish VET schools

Leena Kos*i, Counsellor of Education

Leena.Koski@oph.fi

FINNISH NATIONÄL

$OÄRE OF EOUCATION

EDUGATION SYSTEM IN FINLAND

ADMINISTRATION


QUALITY MANAGEMENT IN FINLAND

(lmportant topics)

* Decentralisation

w Normative regulations decreasing

e The provider is the main actor

+ lmportance to look at different levels: at

school/provider/regional/national and EU levels

rancement mainly made by

*fiO{^D

the m-ethod of quality

management and self-assessment

APPROACHES TO QUALITY WORK

EU level

- CQAF - model: The European Reference Framework on

Quality in VET

- ENQA VET: European Network on Quality Assurance in

VET

- National Reference Point (FNBE in Finland)

National level

- National steering of VET

- External evalution of VET

Provider level


. at systems

level

. at providers

level

Our organisation has:

FROM QUALITY CRITERIA

TO QUALITY (CQAF)

. a clear purpose

. an implematation plan

. an assessment s)/stem

a systematic evaluation strategy

. a visible and doc,umented

connection between feedback

mechanisms and the planning

process

.a systematic approach to

quality

Perceived and

delived quality


QUALITY ASSURANCE MECHANISMS

. Normative mechanisms (licensing/accreditation,

curricula and qualification requirements, skills

demonstrations, matricu lation exami nation,

financing, self-evaluation, taking part in external

evaluation)

. Voluntary mechanisms (quality management,

recommendations, qual ity awards..)

OVERVIEW OF NATIONAL STEERING OF VET FROM PERSPECTIVE OF THE CQAF MODEL


EXAMPLES OF NATIONAL STEERING AS A PART

OF QUALITY ASSURANGE

Legislation

Development Plan for Education and Research

-adopted by the Goverment

-sets out the development targets for vocational

education and training and its quality

National requirements for teachers

Licencing of VET providers

-Accreditation: fields of training, maximum number of

studentslyear, other requirements and provisions

EXAMPLES OF NATIONAL STEERING

National Core Curricula and the Requirements of

Gompetence-based Qual ifications

-VET provider draws up its own curricula on the basis

of the core curricula

- Curricula designed in cooperation with students and

representatives of working life

- Individual study programmes

Qual ity recommendations

Quality Awards

Development projects


THE PERFORMANCE-BASED FINANCING

SYSTEM OF VET

EXAMPLES

OF NATIONAL

STEERING

Financing

system

' Lump sums without ear-marks

based on national

unit prices per student

. State and municipalities

together

' Performance- based financing consists of outcomebased

granted on the basis of operational

performance indicator and quality awards fsr

vocatüCInal educatisn anrd training

e.g. indicators: employment rate, drop out rate,

graduation rate, transition to HE, staff qualification

and staff development


External evalution of VET

National evaluations: The Finnish Evaluation Council

National evaluations based on skills demonstrations

(FNBE)

Skills demonstrations 1994 into adult VET and 2006

into all VET qualifications

Quality management of VET

providers e.g.

I

a

a

o

E.g. the law obligates providers to evaluate their VET

provision and its effectiveness and participate in external

evaluation of their operations

lmplementation the quality recommendations

Participation in EU projects

Use of the data of the indicators in decision making

Up to VET providers to choice quality management

mechanisms

External evaluation made on voluntary basis


QUALITY MANAGEMENT RECOMMENDATIONS

FOR VOCATIONAL EDUCATION AND TRAINING

(A DRAFr)

FNBE: Quality Management in Vocational Education -

Recommendation for Providers of Educational

Services and Educational Institutions (2000)

FNBE: Quality Management of Apprenticeship

Training - Recommendation for Use Apprenticeship

Training (2003)

Updated 2007

Linked up the quality recommendations for

providers of educational services and for educational

institutions and for use in apprenticeship training

QUALITY MANAGEMENT RECOMM ENDATIONS

FOR VOCATIONAL EDUCATION AND TRAINING

The GQAF as reference model

On voluntary basis

Ttt"y provide a foundation for long-term development

of quality assurance in all types of VET

The role of Quality Management Recommendations is

to be a part of national quality assurance in vocational

education and training

Applied at both vET provider and individual unit level


STRUCTURE OF THE QUALITY ASSURANCE

RECOMMENDATIONS

STRUGTURE OF THE QUALITY ASSURANCE

RECOMMENDATIONS

Recommendations are divided in sections on the

characteristics of an excellent organisation

Each section presents recommendations relating

different phases of the CQAF model

National VET policy definitions and priorities are

communicated in the contents of individual

recommendations


CUSTOMER FOCUS

AN EXAMPLE

VET providers e.g.:

. identify external and internal customers, prioritise different customer

groups, take each group's needs and expectations into account as an

integrated whole when planning education, training and other services in

co-operation with key VET stakeholders (such as the world of work)

. plan individual educational solutions for different students (such as

special needs students, unemployed job-seekers, top professionals)

based on their needs

CUSTOMER FOCUS

AN EXAMPLE

.t];:lP'

''/F[ pro'ri&n trke ihe rweds and erpectal$onr sf diffu,rent custornq groups into

'.r",1.. -.W tccount rs * qho[* *st*n Am@m*ntiq:c*qp.4**we, sdurryi;bn," vt*uinp ilnd

ua'-

"Ej' dttel*r+nent $eTvrcps.

VET providers e.g.:

. take the needs of different customer groups (such as young

people, adults, apprentices, immigrants, special needs students,

workplaces) into account when making decisions concerning

teaching arrangements, learning environments and financial and

human resources

. ensure that each staff member is aware of their own role in

provision of education and training services and improves the

quality of services in co-operation with other people working in

the education and training organisation.


CUSTOMER FOCUS

AN EXAMPLE

VET providers e.g.:

. regularly monitor achievement of objectives concerning different

customer groups using specific indicators

. collect regular feedback on different customer groups'

perceptions (such as satisfaction among students and the world

of work)

. make use of feedback collected in developing education, training

and other services and operations

EVALUATION AND ASSESSMENT

AN EXAMPLE

VET providers:

. have determined how to analyse, combine and make use of

evaluation data acquired from different sources;

. ensure that they have collected and documented information for

various needs relating to operational evaluation (such as national

evaluations, follow-up reviews, research and evidence);

. create consistent principles for evaluation of their different units

and operations.


EVALUATION AND ASSESSMENT

AN EXAMPLE

1 )tL vFT nrnwiaÄrc rnaka srrra fhat kev stakeholders and staff

ll b

VET providers:

. invite external auditors to evaluate their operations at least once

every three years;

. make use of the expertise of the world of business and work and

other stakeholders by involving these in their evaluations;

. present the findings of evaluations and development plans

openly;

. ensure that staff are familiar with key evaluation methods and

understand the significance of evaluation activities.

EVALUATION AND ASSESSMENT

AN EXAMPLE

VET providers make diverse use of various evaluation

methods and data (such as results obtained in national

evaluatiöns) in order to develop their operations.

VET providers:

. make use of findings obtained in other evaluations;

. develop their operations by means of internal audits;

. also co-operate with other education and training providers in

other respects, such as carrying out reciprocal benchmarking

and peer reviews.


EVALUATION AN D ASSESSM ENT

AN EXAMPLE

VET providers analyse evaluation results and use rthese as

a basis to prepare the necessary develöpment plans and

decisions concerning operational development,

deterrnining schedules and

VET providers:

. iddntifv and plan development measures together with the world of

businöss anh work, staff and stakeholders such that all parties are aware

of the direction of operational development and change processes

involved;

. create apirroaches that encourage people to actively.identify dgvelopment

targets,-ässess these and make development plans based on this

assessment;

. make sure that curricula are kept up-to-date, that agreements to organise

competence tests are valid and that education and training is carried out

to a hiqh qualitv standard:

. enqaqä in actiüe and systematic co-operation with customer and stake'

ho'iOör groups by meairs such as estäblishing field-specific co-operation

bodies to develop their operations.

EVALUATION AND ASSESSMENT

AN EXAMPLE

VET providers:

. co-operate with other education and training providers in order to

develop their evaluation system.


QUALITY AWARDS

Finnish quality award also for public sector

(Excellence

of Finland)

Quality award for vocational education and training

(Ministry of Education, organised by FNBE)

Quality award for apprenticeship training (Ministry

of Education, organised by FNBE)

Quality award for civic colleges/open colleges

(Ministry of Education, organised by FNBE)

QUALITY AWARD FOR VOCATIONAL

EDUCATION AND TRAINING

w Ministry of Education gives prices (Awards)

e Organised by FNBE

. External evaluation board

* Same indicators in both parts of Performancebased

financing e.g. employment rate, drop out

rate, graduation rate, transition to HE, staff

qualification and staff development


QUALITY AWARDS

Targets

To encourage and promote quality management

and evaluation of education

Exchange of good practices

To highlight the role of VET/education

lmprove the image of VET/education

EFQM/CQAF as reference model

External evaluation board (representatives

of all important stakeholders)

THE EFQM EXCELLENCE IWODEL


CUSTOMER RESULTS (INDICATORS e.q.)

6b. Performance indicators

Examples of indicators /students:

.Dtop-out tate

. Share of students with special

educational needs

. Pass ratef graduation rate

" Completion rate (in tegular time)

. Employment rate

. Pass rate to further studies

(polytechnics, univetsities)

. Nb of complaints of students

. Response rate of companies to

sufveys

QUALITY AWARDS

An example: Quality award for vocational

education and training

Three steps selection

e Selection based on the written applications

ryEF} 10

* Individual evaluations and consensus

m* 6

@ Study visit in 6 organisations

s

Gonsensus

evaluation

w4 1-4 quality awards yearly


LEONARDO- PROJECTS ON QUALITY BY FNBE

FNBE partner "Peer review as an instr-u-m-e-nllor quality

ää'swa-nCri-äriO.qüälity impro_vepe4t initial VET - Exchänge of

experience and developnient of a European manual"

Leonardo project "Peer Review Extended"

- GQAF is one framework

- FNBE partner

Le g n a rd o p roj e ct ( P OAy-E- T) " D eve I o p m e n t. of G-o g { f ra cti ces

ln Ouätity Asiurarice of VET provideis against CQAF"

- FNBE partner

Leonardo project "Quality in VET'schools" (2002-2006)

- FNBE coordinator

& FNBE Reference Point on Quality in Finland since 2006

THE SURVEY ON QUALITY MANAGEMENT IN

VET MADE BY FNBE 2OO4

e The survey was open to all VET providers

@.Nb of respondents 111

qp Nb of VET providers 82

w Aim: to get basic information about Quality

Management

+ Voluntary for VET Providers

e Internet based survey


%

HOW SYSTEMATIC

IS THE QUALITY WORK?

Survey 2004

r00

80

60

40

20

Quality work of VET providers

%

The duration of quality work in organisations

37

-

ß less than drree years I 3-5 years

I 6-10 years I more than 10 years

@ no answer

MOST IMPORTANT QUALITY ASSURANCE METHODS IN FINNISH VET

Survey 2004

r EFQM

T BSC&EFQM

r BSC

I rso&EFQM

W ISO

f CAF&Combination

I Other


THE METHODS OF QUALITY ASSESSMENT

Survey 2004

% t00

90

80

70

60

50

40

30

20

10

0

Self-assessment Internalaudit Externalaudit

HOW LONG BSC. MODEL IS USED IN YOUR

ORGANIZATION

Survey 20A4


FUTURE NEEDS AND CHALLENGES OF QUALITY MANAGEMENT

(Survey 2004, bY FNBE)

&

@

S'

@

To motivate and to commit the managers and the

staff

To ensure enough resources for Quality Management

To describe the key processes of education and

training

To manage by processes

To measure the results of learning and teaching

processes

FUTURE NEEDS AND CHALLENGES OF QUALITY MANAGEMENT

(Survey 2004, bY FNBE)

s To develop the systematic feedback procedures

@ To identify good indicators

# To analyse and to evaluate the results and make

decisioirs based on results (development activities)

@ To implement BSC model and combine it with

EFQM-model

To promote the co-operation and exchange of good

practice

w QUALITY WORK INTO EVERYDAY PRACTICE!


COMMON CORE CRITERIA FOR QUALITY IN VET

(coAF)

Furpose and plan

Clear purpose and consistent planning addressed to

achieve the set aims. Existence of a systematic quality

approach (in a broad sense).

ümplementation

Existence of an implementation plan; allocation of

resources and clear responsibility.

GOMMON CORE GRITERIA FOR QUALITY IN VET

(coAF)

A,ssessment and evaluation

Existence of a well-described assessment system and a

systematic evaluation strategy. Use of a consistent and

accountable methodology for both assessment and evaluation.

Feedback and procedures for change

Visible and documented connection between feedback

mechanisms (evaluation results) and planning process.

$\/!sthcdoloEy

Description of methodology (kind of 'standard procedure') exists.

Actors, activities, responsi bilities, procedures, structures etc.


More Information

1. www.edu,fi

the Finnish education portal

information in Finnish, Swedish and English

2. www.oph.fi

Finnish National Board of Education

information in Finnish, Swedish and English

3. www. oph.fi/i nfo/q ual ityi nVET

(more information 20071

THANK YOU!

More magazines by this user
Similar magazines