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Enhancing Quality

Enhancing Quality. Dublin Conference March 8 2004 Jürgen Horschinegg. Speaker‘s background. Degree in educational science Certified „organizational developer“ Since 10 years working in the General Directorate for VET in the Federal Ministry for Education, Science and Culture in Vienna.

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Enhancing Quality

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  1. Enhancing Quality Dublin Conference March 8 2004 Jürgen Horschinegg

  2. Speaker‘s background • Degree in educational science • Certified „organizational developer“ • Since 10 years working in the General Directorate for VET in the Federal Ministry for Education, Science and Culture in Vienna. • Tasks: Research, Quality, School Development, PISA, Gender Mainstreaming • Member of the Forum for Quality in VET (2001-02) • Member of the TWG Quality in VET (2003-?) bbf-Präsentation-03

  3. TWG Work Programme 2004 The priority issues: • Models and practices for quality assurance • Quality indicators • Standards and norms • Self-evaluation approaches bbf-Präsentation-03

  4. TWG Work Programme 2004 The means: • Networking: an overarching concept that covers: - Peer review - bi/multilateral institutional cooperation - LdV Projects • ‘Cross analysis’ (supporting and stock taking for peer reviews) • Awareness raising/information activities bbf-Präsentation-03

  5. TWG Work Programme 2004 Implementation: • Experimental application of: indicators and self assessment (European guide) • Structured exchange of experience: models and practices for quality assurance • More in-depth surveys needed: outcome standards • Countries represented in the TWG-Q have given concrete examples for pilot-activities they could lead, host or participate in. bbf-Präsentation-03

  6. Questions The aforesaid gives a hint for an answer to: “Are national VET systems sufficiently prepared for testing of the outcomes of the TWG-Q (Copenhagen) related to quality assurance? How can they be best disseminated and tested?” (report, page 114) Open questions: • are TWG-Q-products marketable now and shall they be „patented“? • Shall we move towards EU - norms and - labels? bbf-Präsentation-03

  7. E.g.: Austrian approach • National Copenhagen stakeholder–group • Proposal for a LdV-project on peer-review • Participation in 3 peer reviews in 2004 (F, Fin, DK) • „Antizipation“ study: based on the results a discussion– and reform-process to be started • Development and implementation of a QM-QS system for initial VET in the upper- and post-secondary • Larger reform discussion following the report of the „Zukunftskommission“ for the whole educational sector bbf-Präsentation-03

  8. Bologna meets Copenhagen What makes VET different? • Large variety of systems and within systems (state vs. market; hierarchical structure vs. „autonomous“ institutions; strong/direct vs. weak/indirect link to the labour market…) • Complex structure of „ownership“ • Strong local aspect • Tradition and culture • Lack of international orientation bbf-Präsentation-03

  9. Learning from „Bologna“!? • How to shape a strategy for relatively independent organisations (i.e. universities) • International co-operation and mobility of „learners“ • Involvement of stakeholders • Interplay of internal and external assessment • Peer review • European Network of Quality Assurance Agencies (ENQA) bbf-Präsentation-03

  10. Additional Questions for Discussion • Does it make sense to establish an „ENQA-like“ structure for VET? • Is Peer-Review an efficient and reliable tool for VET ? • How to integrate activities/results from other supranational organisations like OECD, IEA, UNESCO,…? bbf-Präsentation-03

  11. Co-operation with others: OECD Goal: provide reliable information for system steering in a heterogeneous context Strategy: quantitative - qualitative • Indicators – Project (INES) • Education at a Glance (EAG) • PISA • Deseco? • Country (thematic) reviews: (e.g.:…retaining effective teachers) involving countries on a voluntary basis • Research Projects and Studies: e.g. Brain research bbf-Präsentation-03

  12. Conditions for success page 108 • Establish a clear, coherent and integrated vision of the future • win support from, and involve, all key stakeholders • allocate sufficient resources • set targets that are specific, measurable, and achievable, relevant, and timed • monitor and report progress against the targets • evaluate performance and make relevant adjustments as required • begin concrete actions which encompass VET, Higher Education and Lifelong Learning, such as EUROPASS bbf-Präsentation-03

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