1 Quality Assurance in VET M. Kirsch & Y. Beernaert Internal Quality Assurance and the self-evaluation report Magda Kirsch & Yves Beernaert Bulgaria – September /October trainings

2 Quality Assurance in VET M. Kirsch & Y. Beernaert The self-evaluation report: A mirror for your school:

3 Quality Assurance in VET M. Kirsch & Y. Beernaert Bibliography How good is our school? Self-evaluation using quality indicators, HM Inspectorate of Education, Norwich, IOS.pdf IOS.pdf I-Probenet, Comenius network on self-evaluation at school, Create a mirror for your school, Effective School Self-Evaluation (ESSE) website

4 Quality Assurance in VET M. Kirsch & Y. Beernaert Self-evaluation Essential step to quality assurance and improvement in education Key element in school innovation Self-evaluation  external evaluation or inspection, School-initiated, internally organised and self-regulated

5 Quality Assurance in VET M. Kirsch & Y. Beernaert Why self-evaluation ? Schools are increasingly held responsible for quality of education provided, Schools become initiators of their own development, Schools have become learning organisations

6 Quality Assurance in VET M. Kirsch & Y. Beernaert Why do we write a self-evaluation report? External influences –Government initiatives –Local education authorities –Inspectorate The school’s own aims and objectives –An overview of the performance and management of the school –Trying to achieve excellence –PDCA-cycle

7 Quality Assurance in VET M. Kirsch & Y. Beernaert Aims of the self-evaluation report To find out whether the institution has the resources necessary to achieve its stated goals and objectives and whether it achieves its stated mission To provide the institution with an opportunity to evaluate its overall quality and its curriculum To pinpoint the strengths and weaknesses of the institution

8 Quality Assurance in VET M. Kirsch & Y. Beernaert Global aim of the self-evaluation (report) To find out how effective the school is in achieving continuous improvement through evaluating the quality of its own provision and taking action to build on its own strengths and address its weaknesses

9 Quality Assurance in VET M. Kirsch & Y. Beernaert What do we need for an effective self-evaluation? Have access to statistical data comparing the performance with similar schools, Have access to an agreed set of quality indicators to guide the self-evaluation process, Consult and communicate with stakeholders, Have devolved responsibility for the use of financial and physical resources, Have responsibility for review and development of school staff Produce development or improvement plan.

10 Quality Assurance in VET M. Kirsch & Y. Beernaert Elements of self-evaluation report (SER) Description of mission and strategic plan Organisational charts Description of courses and programmes Enrolment policy + advertising samples Student graduation and job placement rates Personnel reports (ed. background and work experience) Satisfaction rates of personnel, students, alumni and employers Finance and physical resources etc.

11 Quality Assurance in VET M. Kirsch & Y. Beernaert How to write a SER? Three basic questions at the heart of the process of evaluation: –How are we doing in relation to the aims we have identified ? –How do we know? – describes the use of performance indicators and gives reference points –What are we going to do now? - describes how to take forward what we know.

12 Quality Assurance in VET M. Kirsch & Y. Beernaert 1. How are we doing? How good is our school? Concept ‘quality’ changes in response to changes in society We can refer to: –Our assessment of the needs of pupils and society –The views of parents, pupils and society –Advice from (inter)national or local bodies –Studies into effective learning A good school knows: –What it is aiming at and whether it is meeting its aims –What needs to be maintained or improved –Whether changes are working

13 Quality Assurance in VET M. Kirsch & Y. Beernaert 1. How are we doing? What is school evaluation? Addresses the questions: –How do we do in this school, classroom, department, team? Involves: –A broad view of performance across key areas such as: curriculum, support for pupils, resources etc. –A closer look at specific areas that are regarded as successful or causing concern

14 Quality Assurance in VET M. Kirsch & Y. Beernaert 1. How are we doing? Planning In schools, consultation is essential for planning. It takes into account the views of the School Board, parents, teachers and pupils. Well managed planning : –Promotes effective learning –Focuses on improving the pupils’ attainment –Ensures that change is managed and monitored –Helps us set realistic priorities and timescales –Helps making the best use of resources.

15 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? Quality indicators –Help us judge the quality of performance against a set of criteria –Identify areas where we need detailed information –Enable school managers to come to decisions concerning strengths and weaknesses We can refer to a number of evidences such as –Pupil attainment –Criteria used within other QA frameworks –Views of parents, pupils and other stakeholders

16 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? How can quality indicators be used? –Can help us assess the extent to which the school aims are being met –Aims can be evaluated against four levels of performance Very good: major strengths Good: strengths outweigh weaknesses Fair: some important weaknesses Unsatisfactory: major weaknesses

17 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? How to use QI? Quality indicators are organised into a framework of key areas – HMI –Curriculum –Attainment –Learning and Teaching –Support for pupils –Ethos –Resources –Management, leadership and QA

18 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? How to use QI? Quality indicators are organised into a framework of key areas – NVAO –Aims and objectives –Curriculum –Staff –Financial resources –QA –Attainment

19 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? 2.1. How to use QI? Each key area contains a number of Quality indicators - NVAO Curriculum –Relation between curriculum and aims and objectives –Professional/scientific requirements –Coherence –Study time –Methodology and study materials –Evaluation –Thesis

20 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? 2.1. How to use QI? Each key area contains a number of Quality indicators – HMI e.g. Ethos –Climate and relationship –Expectations and promoting achievement –Equality and fairness –Partnerships with parents, the school board and the community Each quality indicator has a number of themes referring to observable areas of activity e.g. ensuring equality and fairness

21 Quality Assurance in VET M. Kirsch & Y. Beernaert 2. How do we know? 2.2. Illustrations Each quality indicator will be illustrated against the levels used above e.g. Student support Score: good (strengths outweigh weaknesses) –There is a systematic and structured approach as far as student support is concerned –Each student gets counselling from a tutor –Teachers are readily available for all students with questions or problems –However, there is not enough differentiation as far as the approach of mature and other students is concerned

22 Quality Assurance in VET M. Kirsch & Y. Beernaert 3. What do we do with the results of the SER? Indicate strengths and weaknesses Take action to : –Maintain strengths –Address weaknesses

23 Quality Assurance in VET M. Kirsch & Y. Beernaert 3. What do we do with the results of the SER? How are we doing? How do we know? Evaluation Planning for improvement

24 Quality Assurance in VET M. Kirsch & Y. Beernaert Accreditation process in Flanders and the Netherlands Format for self-evaluation report provided by Council for Higher Education Self-evaluation report (SER) is written by the HEI’s Upon completion, the SER and the addenda are reviewed by an international team of experts The team of experts visit the HEI for three days A report is written by the team which is the basis for the Dutch Flemish accreditation organisation to grant/refuse accreditation.

25 Quality Assurance in VET M. Kirsch & Y. Beernaert Thank you for your attention! Good luck with the self- evaluation of your school!