1 / 17

Quality assurance in the draft Education Act of Ukraine

This article discusses the inclusion of quality assurance standards in the draft Education Act of Ukraine, focusing on European standards and guidelines for internal and external quality assurance, as well as the responsibilities of external quality assurance agencies. It also raises questions regarding state educational standards, licensing, accreditation, external independent assessment of learning outcomes, and certification criteria for teachers.

igivens
Download Presentation

Quality assurance in the draft Education Act of Ukraine

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Quality assurance in the draft Education Act of Ukraine Külli All, MinistryofEducation and Research www.hm.ee kulli.all@hm.ee

  2. European standards on QA • the interests of students as well as employers and the society more generally ingoodqualityeducation; • the central importance of institutional autonomy, tempered by a recognition that this brings with it heavy responsibilities; • the need for external quality assurance to be fit for its purpose and to place onlyan appropriate and necessary burden on institutions for the achievement of its objectives.

  3. European standards andguidelines for internal qualityassurance • Policy and procedures for quality assurance • Approval, monitoring and periodic review of programmes and awards • Assessment of students • Quality assurance of teaching staff • Learning resources and student support • Information systems • Public information

  4. European standards andguidelines for the external qualityassurance • Use of internal quality assurance procedures • Development of external quality assurance processes • Criteria for decisions • Processes fit for purpose • Reporting • Follow-up procedures • Periodic reviews • System-wide analyses

  5. European standards andguidelines for external qualityassurance agencies • Use of external quality assurance procedures • Official status • Activities • Resources • Mission statement • Independence • External quality assurance criteria and processes used by the agencies • Accountability procedures

  6. QA in the current draft Law • Challenging issue to be addressed in a coherent way • The Article 36 covers the 3 main components of QA (internal QA, external QA, QA in the activity of agencies)

  7. Internal QA in EduLaw • Includes • strategies of qualityimprovement • systems of academicalintegrity • development of programs • assessment of recipients/students • evaluation of teachers • managing/teachingstaff’sevaluation of QM • resources • availability of informationsystems Notmentioned: Feedback/evaluationbystakeholders(parents, employers? ) Publicinformation

  8. External QA in EduL Ukr Includes: • Tools, procedures(Standardisation,Licensing,Accrediation of programs, Evaluation of LO of students, Monitoringthequality of education, Institutional audit, Certification of teachers) 2. Responsibilities of bodies of ext eval (haveclearcriteria, periodically, providerecommendations) 3. QA bodieshaveselfimprovementpolicy, resources, indept.audit Notmentioned: use of theint QA procedures/results; publicreporting; system-wideanalyses

  9. Article 37 State educational standards • Definition of state standard ? (will there be separate state standards for each specialization in VET/HE?) • Admission/graduation requirements? • P4 states that for GE the state standard is a curriculum- p6 says that there are state standards and curricula

  10. QA –int. QA/ext QA • The tools for QA proposed in draft are mainly ext (licensing, accrediation, institutional audit, external independant evaluation) • Licensing – criteria should be clear and publicly available? Non-formal/adult education? • In current economy – is the licence for 10 years appropriate? • Art 39 P2 states that the central executive authority issues the licence for VET, GE etc; P4 states that for preschool, school and after-school –regional executive authority

  11. Accrediation • Criteria of accrediation are …..? • How are the results of internal evaluation envisaged to take into account? • LLL – how is the recognition of prior learning assessed? • What are the differences/links between licensing/accreditation criteria/processes? • Accrediation of programs for 10 years? Too long a period?

  12. External independent assessment of LO • The objective of ind assessment? • The focus of assessment only to LO is not sufficient to determine the quality of education • What is the difference/links with accrediation? How the results will be used?

  13. Teachers • Certification criteria will be available? • Definiton of credit (Art 49?) • VET teachers are certified only towards teaching methodology – but what about their professional skills? • The qualification criteria are linked with working seniority – but are they also linked with duties at job? • What are the reasoning behind the requirement of 150 hours of training exclusievely for every teacher? Is the right to choose the training only up to teacher or should it be also the duty of school management?

  14. Summary: The draft law has been considerably developed since the spring but there still are some questions need to be addressed. The principles laid out in Art 36 should be also clearly integrated into and covered by other articles ( namely standards, evaluation, teaches, finances) – the quality should be addressed in a coherent way.

  15. Adult education in Estonia https://www.riigiteataja.ee/en/eli/ee/Riigikogu/act/529062015007/consolide Adult education is divided into formal education and continuing education. • The organisation of formal education is governed by the Basic Schools and Upper Secondary Schools Act, Vocational Educational Institutions Act, Institutions of Professional Higher Education Act, Universities Act and Private Schools Act. •  Continuing education means the provision of purposeful and organised studies on the basis of a curriculum outside the formal education.

  16. important conditions of continuing education • The manager of a continuing education institution shall notify the participants in continuing education and the entities funding the continuing education course at least of the following information and documents:1) the continuing education curriculum; 2) the name of the adult educator and the information on his or her qualification; 3) the time of the continuing education; 4) the place and address of provision of the continuing education; 5) the size of tuition and other expenses accompanying the studies, including the expenses on study aids; 6) the procedure and term for payment of tuition; 7) the bases of and procedure for reimbursement of tuition; 8) the procedure for settlement of disputes.

  17. Thank You!

More Related