Folkuniversitetet Uppsala Department for International Cooperation Ali Rashidi & Yevgeniya Averhed Quality Assurance in (A) VET and Labour Market training CQAF-VET

Changes in labour force by age up to 2020:  /- 4 million  /- 1 million  35 – 44- /- 2,5 million  45 – million  55 – million Demographic tendencies: Northern Europe: stable  decrease Result: additional constraints on organizations policy Need: adapt HRM policy

Qualifications level of population: year 2000 up to 2020: Low qualifications:43,3%  25,2% Medium qualifications:41,1%  48,2% High qualifications:15,6%  26,6% Qualification level of jobs, 2010 – 2020: Low qualified jobs:20%  15% Medium qualified jobs:app 50%  app 50% High qualified jobs:29%  35% And: participation of adults in learning is stagnating Need: adapt HRM and HRD policy

 All efforts at individual side?  All initiative at individual side? Or Forced learning?  Individual choices, motives organizational context, goals;  Flexibility (broad) versus specialism;  Lack of expertise building, clear career paths;  Need for security and stability of worker;  Who’s problem?

 ISO, EFQM typical frameworks (all areas of an organization)  Investors in People, addressing HRM/HRD area (UK)  Baldridge Award for Educational Excellence (US)  CQAF (A)VET (EU) Specific for content and methods, organizing and learner

 Need for (international) competitiveness  Need EU and national labour market  Need customer side  Need of organizations  Need of staff But does everybody automatically participate in skills upgrading and LLL ??

Why do we need QA and QA frameworks as an organization? Question 3  Customer satisfaction (did you get what you asked for, needed)  Stakeholder satisfaction, awareness  Increase competitiveness  Continuous improvement  Warning system for change  Creation of joined focus on ambition and goals  Positive motivation for learning, learning environment  Was chosen training useful?

Educational process input Regulations legislation Ethics Out- comes Employability

 It is not an alternative for ISO, EFQM etc  It is not a new complete QF model (all processes)  Its is not meant for organization’s in all sorts of areas  It is not an official report system for meeting national or regional requirements  It is not a model with fixed standards and fixed measures  It is not a Costly Model

 QA in education and training; specialists model;  Provider based, (inter)national requirements;  What providers think what matters regarding QA;  Outcome oriented;  QA focused on real evidence;  A vehicle and help for more general models like ISO and EFQM;  A process approach for continuous improvement;  A model for checking the adequacy of protocols and policies;  Framework for comparing quality of similar programs between different EU countries;  Contribution to mobility between EU countries;  Easy to start with QA (self assessment).

Themes OutcomeLearner Context : organization Nat. Context Quality: The capacity to achieve prior set targets (CEDEFOP, 2003)

1.Content and Learning1.The organization1.The Learner Curriculum Learning methods Intake and entrance level Coaching, mentoring and tutoring Leadership Outcome and accountability Staff development and staff allocation Social responsibility Accessibility Guidance and care structure Apprenticeship and work based learning Examination

AxeThemeIndicator 2. OrganizationLeadershipVision Performance indicators Systematic evaluation Outcome and accountability Valuation Transparency Staff development and staff allocation Competence profile Competence development Staff allocation Social responsibilityPassing on awareness Attitude of organization

Exercise: Assess the QA for a new (or recently developed) curriculum or training of your institute by answering the questions that have been referred to in the table:  Have you taken care of this aspect ?  At what level?  What is your evidence for this?  How could you improve this and what evidence do you then need to show? Time: half an hour

1.Content and learning In this paragraph the axe of Content and learning will be explained and for each of the discerned themes indicators will be presented. 1.Curriculum Within the model good quality assurance is achieved if an organization can prove that design and content of the curriculum [1] reflect purpose as well as future demands of relevant stakeholders, an understanding of the learner [2] and a proper balance between efficiency and effectiveness. [1] [2] To demonstrate quality assurance on this theme an organization can give prove of actions taken according to (some of) the following indicators: [1] [1] General term used within this context, referring to a curriculum as well as a training program [2] [2] Learner: in this text word learner is used in a general sense meaning “he” as well as “she”

1.1.1 Content development 1The organization can prove that aim, content of the curriculum are documented and meet the requirements by law (if applicable). 2The organization can prove that the stakeholders (f.i. national or regional authority, employer representatives, a company etc) are committed to the aim, content and structure of the curriculum. 3The organization can prove that the aim, content and structure of the curriculum reflect the actual status of the profession, the related knowledge and skills it addresses. 4The organization can prove that aim, content of the curriculum are in balance between current situation and the future development of the profession, the related knowledge and skills.

Exercise: Assess the QA for a new (or recently developed) curriculum or training of your institute by answering the questions that have been referred to in the table: Have you taken care of this aspect ? At what level? What is your evidence for this? How could you improve this and what evidence do you then need to show?

1.2 Learning methods This theme covers attention areas related to the learning methods that are used and how these relate to the purpose of the curriculum as well as to the learner. Within the CQAF-(A)VET model good quality assurance is achieved if an organization can prove that the methods chosen are evidence based in respect of the constraints of the content and purpose of the curriculum as well as to the constraints of the learner. To demonstrate quality assurance in respect of this theme an organization can give prove of actions taken according to (some of) the following indicators:

1.2.1 Didactical approach 1The organization can prove that it has formalized its teaching methods. 2The organization can demonstrate that their teaching methods are selected on the basis of content, outcome and effectiveness. 3The organization can demonstrate that the teaching methods used within the curriculum reflect the current standard in teaching and training. 4The organizations can demonstrate that their teaching methods are a result of practice based evidence and are considered as leading in the field of teaching and training.

Exercise: Assess the QA for a new (or recently developed) curriculum or training of your institute by answering the questions that have been referred to in the table: Have you taken care of this aspect ? At what level? What is your evidence for this? How could you improve this and what evidence do you then need to show?

Thank you for your attention