Transcript EFFORTS IN THE HUNGARIAN VET SYSTEM FOR THE IMPLEMENTATION

EFFORTS IN THE HUNGARIAN VET SYSTEM
FOR THE IMPLEMENTATION OF QUALITY
ASSURANCE
Dr. Magdolna Benke
National Institute for
Vocational and Adult Education
INAP Conference, September 17-18, 2009
Turin
I. Actual situation: parallel employment of
different systems
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From the mid-nineties: VET institutions introduced and
still employ different quality assurance systems
Comenius 2000 I. and II., Quality Award in Public Ed.,
EFQM adaptation, ‘SzMBK’ (QAF on VET), TQM, ISO
9001: 2000, Adult training accreditation, Vocational
School Self-Assessment Model
Equal evaluation is restricted
Difficulties in ensuring coherent, equal assessment of
the efficiency of the institutions
An equal quality-picture and quality assurance system is
needed, self-assesment with permanent, standardized
external evaluation
II. General and sector specific quality models
• General approaches and models
– TQM
– ISO 9000
– EFQM adaptation
• Sector specific quality models
– Comenius 2000
– instituion-level Quality Management Programme
(IQMP)
– Adult training accreditation
– Vocational School Self-Assessment Model
– Quality Award
III. School-based quality management systems_1
- Development on basic principles of TQM
– ISO 9001: 2000
– EFQM, between 1995-1998: 28 VET instutions
• Benefits: evaluation, comparison, continuous
development of achievement is ensured
• Difficulties: understanding the concepts of the
model, interpretation of the special characters of
institutions
- ISO 9001 from the 90’s (significant use in VET
institutains and adult training companies)
IV. School-based quality management systems_2
• COMENIUS 2000 public ed. quality development program
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1985: schools’s inspectorate closed down
Changing culture of contol of institutions
Demand for evaluation and control with positiv feedback adn support
The introduction of COMENIUS 2000
• I. Inst. Model: partner-centered operation
• II. Inst. Model: Total quality management
The aim of COMENIUS 2000:
- Creation of partner-centered approach
- Creation of ability of process-regulation
- Creation of the ability of consciuos institition-development
- Creation of ability of continuous development of activities of institutions
- Creation of the ability of learning from each other
V. School-based quality management systems_3
• Total number of 1735 institutions:
– COM I model: 14% vocational sec. school, 10% vocational
school
– COM II model: 21% vocational sec. school,
10% vocational school
- Since 2003: all public education institutions must prepare and
develop an instituion-level Quality Management Programme
(IQMP)
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Quality policy specification
Operation of quality development system
Specification of principles and processes of operation
Total institution-level self-assesment
Creation and operation of performance-evaluation system
Evaluation of IQMP on annual basis
11.5 % of VET institutions do not have quality management system
VI. School-based quality management systems_4
• Unique professional development in international level
comparison
• Quality Award in Public Education since 2002
– Based on EFQM
– Instutional level self-assesment
– Two prize-categories
– Indepentdent evaluators
– 148 applications in 5 years
– Vocational School Development Programme
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2003: VSDP
2006: VET Self-assesment model
Benchmarking
Participation of 160 institutions
VII. School-based quality management systems_5
• 2006: adaptation of CQAF (‘SZMBK’)
– Institutional level
– Regional level
Introduction in 89 institutions (VSDP I. and II.)
Professional products for supporting the introduction:
- General documents
- Documents related to framework
(model,guidance,tables for comparison)
- Self-assesment (Methodology)
- External evaluation (Monitoring)
- Indicators (measurement)
VIII. School-based quality management systems_6
• 2002: Adult Education Law: the declaration of legal
regulation of quality of adult education and training
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Accreditation of institutions and later of the programs
Basic requirements of quality management
Asses to state and EU financ. sources only for accredited inst.s
the institution- and programme-accreditations as central elements of
qualification policy of VET (prior assessment of input factors)
• Conditions of accreditation is the operation of QM system
based on rules
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TQM-based approach
Continuous self-assesment
‘PDCA’ principle
Operation under the given conditions
To ensure measurable key-performance indicators
1400 accredited adult training institutions
IX. External evaluation in some QM systems_1
• COMENIUS 2000 program – Monitoring system
– Document analyses
– Local inspection (1-day local visit and discussion)
Adult education accreditation – Control of accredited institutions
and programs
- if the institution is able ensure the given requirements
continuously
- document assesment related to the accreditation
- if the inst. is able to ensure the conditions for the fulfilment of
the accredited program, fixed in the training plan of the inst.
- if the practice of the inst. follows the regulations related to the
accreditation
- the evaluation of the efficiency of the quality development
activity of the institution
X. External evaluation in some QM systems_2
• Quality Award in Public Education – assesment by
external evaluators
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Individual evaluation of applications
Group-level evaluation of applications
Local inspection
Final evaluation
Vocational School Development Programme
- 2 Peer in institutional level
- 1 person from the Chamber as stakeholder (mostly provides
supports related to professional questions and practice)
- 1 person evaluation expert
XI. Indicators
• VET indicators
• 2005. Specification of key-indicators
– Appropriatness of the operation of the institution
– Efficiency of the operation of the institution
– Factors influence the efficiency
40 key-indicators in 4 fields (in structure preferred by CQAF)
- Education and training outcomes
- Outcomes related to employees
- Labour market and societal outcomes
- Financial outcomes
28 valid key-indicators in VET institutions
XII. Clear rules for approving VET providers
– VET outside the school system: accreditation of
training institutions and programmes ensures some
kind of quality assessment based on self-evaluation
– This process is available for filtering the very low
quality programmes
– Long term improvement of the quality level of
accredited training programmes can be achieved only
by implementing independent examination centers
– Development of quality of adult education and training
should include the regulation of further education of
VET teachers and also, the increase of the culture of
methodology related to adult learning and training
– Since 2007 the precondition of accreditation of
institutes requires min. one accredited programme
XIII. The role of communication and
partnership
• More and more discussion on the quality and the efficiency
of VET in Hungary in the last 10-12 years
• Chambers: the most influential actors of the economy, with
increasing role, especially after 2004, after gaining some
responsibility from the state
• More important role in the assessment of the quality of
VET, nominating the head of the examination committee
• Actors of the economy: getting determinant role in the
development of the regional VET policy. Their tasks in the
Regional Development and Training Committee-s is
increasing. Proposal, evaluator, decision-making roles.
• Debate: to focus on protecting everyday economic interest
instead of substantially influencing strategic decisions?
XIV. Summary of the passed processes
• Implementation of arrangements of strategy documents
(introduction of coherent QA system, adaptation of
CQAF, new NQR and examination requirements) created
the framework for the development of quality of VET
• 2006: adaptation of the CQAF: the introduction of
‘SZMBK’ plays an integrated role between the different
quality development approaches
• Preparatory project started in 2006, aiming the
adaptation of CQAF in the field of Adult education, with
further development in QA based on the accreditation
process
• Appreciation and encouragement of institutions and
students with outstanding achievements ensured by
Quality Award for Public Education, the annual National
Vocational Study Competition, “Outstanding Student of
the Trade” and World Skills competition.
XV. Development works in progress
• NIVE as the actor to realize main EU programs
• Backgrounds:
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Vocational School Development Programme
HEFOP 3.2.1
HEFOP 3.5.1.
Organisation of exams
Preparation of examination topics
Publishing og books
Organisation of further training of teachers
New Hungary Development Plan, TÁMOP 2.2.1.
The development of quality and content of education
and training
The aim is to introduce a QM system which fits to the
EQAF system, with internal and external evaluation.
XVI. Development ideas for the future
Increasing importance of quality in two fields:
- The quality of the activity of teachers and their
personalities
- Further training is not enough for achieving the
targets
- The importance of developing the social status of
teachers
- It is neccessary to develop the ‘overall knowledge’ and
professional culture of all the stakeholders, those who
are involved and interested in VET
- Developing and modernisation of VET-management
- Efforts on fulfilment of thinking focused on the
Lifelong learning approach
- The development of ‘transparency’ (EQF, NQF)
Thank you very much
for your kind attention!
[email protected]