EFFORTS IN THE HUNGARIAN VET SYSTEM FOR THE IMPLEMENTATION OF QUALITY ASSURANCE Dr. Magdolna Benke National Institute for Vocational and Adult Education.

Slides:



Advertisements
Similar presentations
Page 1 IMPLEMENTING THE MALTA QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING THE KEY CHALLENGES TIPTOE Conference: Working on EQF – From Framework to Practice.
Advertisements

Radmila Trkulja, Head of the CHU of Republika Srpska.
European Social Fund Evaluation in Italy Stefano Volpi Roma, 03 maggio 2011 Isfol Esf Evaluation Unit Human Resources Policies Evaluation Area Rome, Corso.
The SWOT Analysis of VET
VET and adult learning in Iceland Presentation for guests from Lithuania, 4 December, 2012 Ólafur Grétar Kristjánsson, adviser.
STATUS of the Agency for PES education The Agency is an independent administrative organisation; It has the task of providing expert assistance and special.
1 Danube Transnational Programme Zsuzsanna Drahos Ministry for National Economy Department of Territorial Development Planning 17 April 2015.
Kalle Toom Head of Vocational Division Department of Vocational and Adult Education Ministry of Education and Research of Estonia Accreditation in VET.
The Salamanca Statement
The Supporting Role of the TISZK ( Regional Integrated Training Centre) in Vocational Education & Training. April 18 th 2012 Szebenyiné Csóka Beáta Academic.
Tracking graduate careers in Hungary Tracking graduate careers in Hungary - central and institutional program - Modernisation of Higher Education, PLA.
Quality assurance in IVET in Romania Lucian Voinea Mihai Iacob Otilia Apostu 4 th Project Meeting Prague, 21 st -22 nd October 2010.
Establishment and Development of the Internal Audit System for the Public Sector in Kyrgyz Republic INTERNAL AUDIT COMMUNITY OF PRACTICE ISTANBUL
QUALITY ASSURANCE (QA) IN FINLAND: OVERVIEW Current situation with the Finnish NQF Dr. Carita Blomqvist Head of Unit Recognition and International Comparability.
NATIONAL AGENCY FOR VOCATIONAL EDUCATION AND TRAINING, BULGARIA The 4th meeting of the SEEVET-Net July, 2011 Chisinau, Moldova.
The Perspectives from Universities Regarding Implementation of Indonesia Qualification Framework Gerardus Polla Rector of BINUS University 29 April 2009.
‘You have skills’ – Evidences from Austria Assessment and validation of non-formal and informal learning Mariya Dzhengozova 3s Unternehmensberatung GmbH.
1 Joint TFBHC and ERI SEE Cluster of Knowledge: Development of National Qualifications Frameworks Croatian Qualifications Framework.
Information by the Managing Authority on thematic evaluation of EU structural funds in Iruma Kravale Head of Strategic Planning Unit, European.
EQARF Applying EQARF Framework and Guidelines to the Development and Testing of Eduplan.
Quality in Education and Training
Common framework Guidelines for Pilot Actions Debrecen 2013 Municipality of Debrecen Department of Sociology University of Debrecen External expert.
VET/HRD research and development initiatives in ROMANIA Magdalena BALICA, Liliana VOICU ECER, University College Dublin 07 –10 September 2005.
STRATEGY OF LIFELONG LEARNING AT THE UNIVERSITY OF NIS
Professional Qualifications System in Estonia European Bank for the Development of Modular Curricula and Educational Technologies EMCET-2 Svetlana Kozlovskaja.
Quality Assurance in the European Higher Education Area Tibor Szanto ENQA Rogaska Slatina, 30 November 2007.
CAREER GUIDANCE IN BULGARIA Nadezhda Kamburova Chief expert in NAVET Peer Learning Activity 9-10 April 2008, Vienna.
APPLICATION FORM OF ROBINWOOD SUBPROJECT SECOND STEP 1. The short listed Local Beneficiaries work together to create international partnerships and prepare.
Report on present status of the quality assurance system at University of Split Željko Dujić, MD, PhD Vice rector for science and international affaires.
EQAVET Supporting European quality assurance in Vocational Education and Training European Quality Assurance in Vocational Education and Training.
KAUNAS CHAMBER OF COMMERCE, INDUSTRY AND CRAFTS. The Chamber’s structure Business environment Innovations Membership BOARD Health care Social partnership.
VOCATIONAL EDUCATION REFORM AND THE RENEWAL OF ADULT EDUCATION 2011 Ministry for National Economy.
LifeLongLearning Programme openess+quality+access Marja Medved
Quality in Education and Training Cases of Good Practice in VET and HE Main results of the study Lorenz Lassnigg.
Leonardo da Vinci Partnerships: an opportunity to work together Italian National Agency for LLP - Leonardo da Vinci Sectoral Programme.
QUALITY ASSURANCE IN ESTONIA ACCREDITATION OF ACADEMIC PROGRAMMES AND INSTITUTIONS TIIT LAASBERG.
1 ROMANIA MINISTRY OF EDUCATION, RESEARCH AND YOUTH NATIONAL CENTER FOR DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING PROJECT IMPLEMENTATION.
Romanian VET following ECVET recommendation National Centre for TVET Development Romania.
Matching Supply & Demands: Network for Sectoral Approach to Qualifications in Tourism at European LevelGlasgow, 15 – 16 November 2007 Adapting vocational.
QUALITY ASSURANCE IN ROMANIAN TVET Project financed under Phare EUROPEAN UNION MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support.
Partnership of Subsectors on National, Regional and Local Level with Special Focus on LLG February 2-3, 2011 Dr. Borbély-Pecze Tibor Bors.
Project financed under Phare EUROPEAN UNION MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support Phare TVET RO RO2006/
Workshop on Implementing Audit Quality Practices Working Group on Audit Manuals and Methods March 2006 Vilnius (Lithuania) Hungarian Experiences.
Workshop 4: Recognition of non-formal and informal learning Espoo Lauri Savisaari.
PROFESSIONAL DEVELOPMENT OF TEACHERS IN VOCATIONAL SUBJECTS Primošten, April 25, 2007 Ivan Šutalo.
ROMANIA MINISTRY OF EDUCATION, RESEARCH AND INNOVATION National Centre for Development of Vocational Education and Training Implementation Unit of Phare.
Inclusive Adult Education „Learning like others“.
LIFELONG GUIDANCE SYSTEMS: COMMON EUROPEAN REFERENCE TOOLS ELGPN PEER LEARNING ACTIVITY WP2 Prague April 2008 Dr John McCarthy, Director International.
Folkuniversitetet Uppsala Department for International Cooperation Ali Rashidi & Yevgeniya Averhed Quality Assurance in (A) VET and Labour Market training.
Quality assurance in the draft Education Act of Ukraine Külli All, Ministry of Education and Research
Comparison between the EQAVET process and the ISO 9001 and the EFQM Model Hungarian experience Katalin Molnar-Stadler Information Seminar for National.
Comparison between the EQAVET Quality Cycle and the ISO 9001 and the EFQM Model Hungarian experience Katalin Molnar-Stadler Information Seminar for National.
I. ROMANIAN LEGISLATION CONCERNING ACKNOWLEDGEMENT OF JOINT DEGREE STUDY PROGRAMMES.
Tallinn, 19 November 2009 Mike Coles Qualifications and Curriculum Authority, London The EQF – a platform for collaboration, integration and reform.
Mihai Iacob – junior researcher INSTITUTE OF EDUCATIONAL SCIENCES, Bucharest , Tallinn, Estonia Overview of the implementation of NQF in Romania.
Network of VET institutions Olav Aarna TAIEX expert Estonian Qualifications Authority.
An overview of developments of NQFs: Poland Ewa Chmielecka the Polish NQF Project Coordinator & Marek Frankowicz the Polish NQF Project Expert Ministry.
Albanian Qualifications Framework Ejvis Gishti, NAVETQ Kiev, March
Quality Assurance and Evaluation in Initial Vocational Education and Training (VET) in Finland The evaluation is based on law, Vocational Education Act.
Tackling biodiversity challenges through innovative e-learning
MINISTRY OF NATIONAL EDUCATION
Quality Assurance in Vocational Education and Training in Kosovo
Mrs. Molnár-Stadler, Katalin
DONOR COORDINATION MEETING Pristina, 10 OCTOBER 2016.
European frameworks for VET VLOR Brussels, 4 June 2014
PROGRESS AND CHANGES IN
Introduction to the training
Implementation of eqavet in slovakia – state of play
Transformation of the National Statistical System: Experience
Role of Evaluation coordination group and Capacity Building Projects in Lithuania Vilija Šemetienė Head of Economic Analysis and Evaluation Division.
Presentation transcript:

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 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 : 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 –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) -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 % 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 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 –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 –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 –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 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 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: –Vocational School Development Programme –HEFOP –HEFOP –Organisation of exams –Preparation of examination topics –Publishing og books –Organisation of further training of teachers New Hungary Development Plan, TÁMOP 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!