Ordner Quality Assurance in Education & Training

Quality Assurance in Education & Training

The European Quality Assurance Reference Framework (Reference Framework) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality.


pdf Handbook: Ensuring quality in local networks of vocational education & training - The SPEAK evaluation method

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VETWORKS best practice guide English final.pdf

Following new lifelong learning policies through the past years there's a rapid growing of VET networks throughout Europe, with a strong tendency to interlocking educational activities across organisations and sectors. Apparently this shift towards multilateral and transversal cooperation in VET calls for new and innovative approaches to joint decision making, shared planning, coordinated implementation and quality control of educational provision. The Handbook describes the SPEAK approach, which can be used to develop a common quality culture within local learning networks.

pdf On line benchmarking of quality assurance systems in VET organisations by Natassa Kazantzidou

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On-line benchmarking of quality assurance systems in VET organisations by Natassa Kazantzidou.pdf

The article presents the BEQUAL tool - an online benchmarking tool for quality assurance systems in VET organisations. The article has been included in the EFQUEL publication - Improving quality of vocational training. Tools, methodologies and current practices. 

default Quality Assurance and the Recognition of Non-formal and/or Informal Learning

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Final report produced within the framework of the REFINE project (Recognising Formal, Informal and Non-formal Education). Each country involved in the Refine project was asked 5 questions in relation the quality assurance arrangements for the recognition/validation of non-formal and informal learning in their partner institutions.
In general the following points should be noted:
There are no special quality assurance arrangements for the recognition of non-formal and informal learning in place and in some institutions there are no quality arrangements at all since the work is at a very experimental
phase and frequently there is no legal basis for such activity (especially in the universities).
Partners in the project suggest that quality assurance for recognition of non-formal and informal learning should be part of the general quality assurance arrangements of the institution rather than something special or different.
Several partners suggest that there should be so me element of externality in the process but there is no consensus on this
The main features that partners stress as elements of an effective quality assurance procedure are:
  • Transparency, openness and clarity in the procedures, tools and criteria
  • The professionalism and seniority of the people with overall responsibility for the procedures
  • Training of the people who will be involved especially the advice and guidance staff and the assessors

default Quality assurance of the validation of non-formal and informal learning

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This material has been produced in the framework of the SiQuCAE project (Quality Assurance of validation of non formal and informal learning). It explains the work of the SiQuCAE partners to adapt the EQAVET recommendation to the validation of non-formal and informal learning.

It includes grids at both the system and provider levels to analyse current validation of non-formal and informal learning systems and practices, and helps those who plan to implement or improve their systems/practices to take into consideration a wide range of dimensions.

default Quality in Validation of Non-Formal and Informal Learning

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A decade ago many educational institutions and especially higher education institutions (HEIs) were strongly of the opinion that validation of non-formal and informal learning (VNIL) is not an option for them. VNIL was considered labour and cost intensive, time consuming and there was an intrinsic fear that VNIL will undermine the quality and validity of qualifications gained in education. The fear stemmed from the notion of not being able
to control the learning process as experiential learning often times is much wider in scope than e.g. learning gained by reading a particular book or attending lectures. Assessing experiential learning requires more extensive assessment methods to verify the appropriate level of learning than traditional, school based learning. Also, claims were made that indivi duals with experience still lacked the theoretical framework, which often times was considered more important than the ability to apply experiential learning in practice. As the HEIs have relative
autonomy it was relatively easy to hide behind the fortress of tradition and status at first.
The Bologna process and the Copenhagen process made a significant change in the ways HEIs and vocational education and training (VET) organizations perceived VNIL. Also, much of the EU and national funding was directed towards developing VNIL procedures. It became evident to the world of education that VNIL is something to be seriously looked at. There was international and political pressure, pressure from working life, more and more competition of the number of students. This led the educational institutions to ask themselves, whether VNIL could provide them the edge to be more appealing both in the eyes of working life, public funding mechanisms and the potential students.

pdf Self Evaluation in Adult Lifelong Learning

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The Sealll-manual is the result of a Grundtvig 1 project about self evaluation. You can find here many useful hints and tips for planning a self-evaluation, managing it and finding tools to get results that can be empirically verified.

pdf Setting priorities in quality management


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4. Setting priorities.pdf

A useful instrument to support development planning and quality assurance planning by prioritising and setting goals. The tool is included in the Qual4T toolkit. 

default Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

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The ESG are a set of standards and guidelines for internal and external quality assurance in higher education. The ESG are not standards for quality, nor do they prescribe how the quality assurance processes are implemented, but they provide guidance, covering the areas which are vital for successful quality provision and learning environments in higher education. The ESG should be considered in a broader context that also includes qualifications frameworks, ECTS and diploma supplement that also contribute to promoting the transparency and mutual trust in higher education in the EHEA.