1. Education and Training Assuring quality in education 29 October 2015 - TAIEX Workshop - Moldova Isabelle De Coster Policies and approaches to school evaluation in Europe EACEA/Eurydice Education & Youth Policy Analysis

2. Education and Training Eurydice What is Eurydice and how do we work The report: Assuring Quality in Education Products from Eurydice Content 2

3. Education and Training Eurydice

4. Education and Training Eurydice Eurydice Network in 2015 4 37 COUNTRIES 41 NATIONAL UNITS (under Ministries’ responsibility)

5. Education and Training Eurydice Eurydice: mission statement To provide those responsible for education systems and policies in Europe with European-level analyses and information which will assist them in their decision making. 5

6. Education and Training Eurydice Eurydice national units provide normative and qualitative information (laws, decrees, regulations and recommendations) Descriptive, comparable information on European education systems and policies Comparative analyses on various topics Eurydice contribution at work 6

7. Education and Training Eurydice The report Assuring Quality in Education Policies and Approaches to School Evaluation in Europe

8. Education and Training Eurydice Comparative analysis of school evaluation systems External evaluation Internal evaluation National Profiles (32 countries / All Member States) External evaluation Internal evaluation Other quality assurance methods Reforms Contents 8

9. Education and Training Eurydice Why school evaluation Recommendations of the European Parliament and Council on European cooperation in quality evaluation in school education. OJ C 116, 1.3.2001 Council conclusions ET2020: emphasis on quality in education (Strategic objective 2). OJ C 119, 28.5.2009 Council conclusions on quality assurance supporting education and training. OJ C 183, 14.6.2014 Draft 2015 Joint Report of the Council and the Commission on the implementation of ET2020. 26.8.15 9

10. Education and Training Eurydice What is school evaluation Evaluation: systematic and critical analysis of a defined subject One among other quality assurance approaches in education Focuses on the school as an entity and unity Does not place responsibility on individuals but on the overall functioning of the school 10

11. Education and Training Eurydice Scope of the report Full-time compulsory education Public schools (private only in Belgium, Ireland, the Netherlands, United Kingdom) Reference year 2013/2014 EU Member States, Iceland, Norway, Turkey and former Yugoslav Republic of Macedonia 11

12. Education and Training Eurydice External evaluation Widely used approach (26 countries) Development over the last ten years Linked to school autonomy Evolution of its nature: From individual staff to school as a whole From 'checklist' to culture of quality enhancement (legal compliance dimension AND efficiency/efficacy) 12

13. Education and Training Eurydice Figure 1.1: Status of the external evaluation of schools according to central/top level regulations, full-time compulsory general education, 2013/14 External evaluation of school is carried out No external evaluation of school is carried out External evaluation of school carried out as a piloting phase ISCED 1 CY 13

14. Education and Training Eurydice Figure 1.2: Bodies responsible for carrying out the external evaluation of schools, full-time compulsory general education, 2013/14 Inspectorate or other top/central level body Educational department of regional authorities/regional or sub-regional offices of central education authorities No external school evaluation/no central regulations on external school evaluation Local authorities 14 Chapter 1 (2/12) External Evaluation

15. Education and Training Eurydice 15 Figure 1.3: Central/top level arrangements for establishing the content and criteria of external school evaluation, full-time compulsory general education, 2013/14 Specific framework with parameters and standard No external evaluation of schools/no central regulations List of topics to cover/indicators to consider Specific framework with parameters but no standards ISCED 1: CY

16. Education and Training Eurydice 16 Frequency Cyclical model with regular intervals Focused approach based on sampling, risk assessment, or ad hoc criteria established in an annual or multiannual work programme A combination of the two Chapter 1 (4/12) External Evaluation

17. Education and Training Eurydice Figure 1.4: Procedures for external evaluation, full-time compulsory general education, 2013/14 Analysis of documents Risk assessment Visit to the school Classroom observation Interviews with school staff Involvement of stakeholders Final report 17 Chapter 1 (5/12) External Evaluation Left ISCED1 Right ISCED 2-3  No external school evaluation/ no central regulations on external school evaluation Source: Eurydice

18. Education and Training Eurydice Figure 1.5: Involvement of pupils, parents, and the local community in external evaluation, full-time compulsory general education, 2013/14 Pupils Local community Parents All three typologies No participation of stakeholders No external school evaluation/ no central regulations on external school evaluation 18 ISCED 1 CY RO Chapter 1 (6/12) External Evaluation Source: Eurydice

19. Education and Training Eurydice Figure 1.7: Typology of outcomes following the school external evaluation report, full-time compulsory general education, 2013/14 Remedial actions No external evaluation Disciplinary actions Profile-raising actions 19 ISCED 1 FR CY All three typologies Chapter 1 (7/12) External Evaluation Source: Eurydice

20. Education and Training Eurydice 20 Figure 1.8: Typology of outcomes of the external evaluation of schools, full-time compulsory general education, 2013/14 Recommendations for improvement Follow-up by evaluators Obligation to draft a plan for improvement Additional resources Additional training Disciplinary actions Profile-raising actions Source: Eurydice Left ISCED1 Right ISCED 2-3  No external school evaluation/ no central regulations on external school evaluation Chapter 1 (8/12) External Evaluation

21. Education and Training Eurydice Approaches: Risk Analysis (process) 'Profile-rising' actions (use) Systemic accountability (belief) Government-based Market-based Innovative approaches and accountability patterns 21 Chapter 1 (9/12) External Evaluation

22. Education and Training Eurydice PARENTS choose a school Figure 1.9 Distribution of evaluation reports Reports are made public No external school evaluation/ no central regulations on external school evaluation Reports are distributed with restrictions No distribution of the reports to outside parties Figure B.5 Degree of parental/pupil freedom in choice of school (KD on Education, 2012) STUDENTS are allocated to a specific school by the public authorities based on geographical criteria a school but parents may request an alternative but the public authorities may intervene if it is over-subscribed with no action by the public authorities to regulate pupil numbers 22 ISCED 2: ISCED 2 and 3 Chapter 1 (10/12) External Evaluation ISCED 1 CY Source: Eurydice

23. Education and Training Eurydice 23 Figure 1.10: Qualifications required of external evaluators of schools, full-time compulsory general education, 2013/14 ISCED 1 CY Teaching qualifications A relevant degree No external school evaluation/no central regulations on external school evaluation Chapter 1 (11/12) External Evaluation Source: Eurydice

24. Education and Training Eurydice 24 Figure 1.11: Compulsory completion of a specialist training for external evaluators of schools, full-time compulsory general education, 2013/14 Compulsory completion before appointment or as part of induction programmes No compulsory completion No external school evaluation/ no central regulations on external school evaluation Data not available Chapter 1 (12/12) External Evaluation Source: Eurydice

25. Education and Training Eurydice Internal evaluation Compulsory in 27 education systems In most of the others it is recommended Only in France (ISCED1) and Bulgaria there is no obligation or recommendation at central/top level 25

26. Education and Training Eurydice Figure 2.2: Parties involved in internal evaluation of schools according to central/top-level regulations, full-time compulsory general education, 2013/14 School staff No central/top level regulations on parties involved School staff + parents/students/ other school stakeholders 26 ISCED 1 FR CY ISCED 2 and 3 LU Chapter 2 (1/3) Internal Evaluation Source: Eurydice

27. Education and Training Eurydice Figure 2.3: Supporting measures available to internal evaluators of schools; full-time compulsory general education, 2013/14 Training in int. eval. External evaluation framework Indic. enabling schools to compare with other sch. Guidelines and manuals specific to int. eval. Online forums External specialists Financial support 27 Chapter 2 (2/3) Internal Evaluation Left ISCED1 Right ISCED 2-3  No external school evaluation/ no central regulations on external school evaluation Source: Eurydice

28. Education and Training Eurydice Figure 2.4: Uses and users of the results of the internal school evaluation, full-time compulsory general education, 2013/14 Schools for improvement purposes Central/top-level or reg. authorities for external evaluation Central/top-level or reg. authorities for monitoring purposes Local authorities for the management / evaluation of schools Local authorities for preparing reports for central authorities Compulsory publication 28 Chapter 2 (3/3) Internal Evaluation Left ISCED1 Right ISCED 2-3  No external school evaluation/ no central regulations on external school evaluation Source: Eurydice

29. Education and Training Eurydice Interactions between internal and external evaluation In 26 countries, both external and internal evaluation Use of internal evaluation as source of information for the external evaluation Compulsory use of external evaluation framework for internal evaluation (rare) Systems widely relying on internal evaluation 29

30. Education and Training Eurydice Conclusions (1) In 26 countries, both external and internal evaluation In 2 education systems there are no central/top level regulations on both external and internal evaluation Some countries rely more on internal evaluation 30

31. Education and Training Eurydice Conclusions (2) The criteria used in external school evaluation are often highly standardised and procedures are homogenous Some innovative practices are emerging in external evaluation Evaluation is about accountability 31

32. Education and Training Eurydice 32 Other products from Eurydice

33. Education and Training Eurydice 3 types of products Harmonised national descriptions of education systems Reports Facts and Figures 33

34. Education and Training Eurydice 34

35. Education and Training Eurydice 35

36. Education and Training Eurydice Reports 36

37. Education and Training Eurydice Facts and Figures Structure and main features of European education systems School and academic calendars Structure of European education systems Teacher and School Heads Salaries Student fees and support systems in Higher Education 37

38. Education and Training Eurydice 38

39. Education and Training Eurydice Thank you Website: http://eacea.ec.europa.eu/education/eurydic e/index_en.php Functional mailbox: eacea-eurydice@ec.europa.eu 39