1. Arancha Oviedo EQAVET Secretariat
The EQAVET Framework European cooperation to promote a culture of quality assurance in VET
Arancha Oviedo
EQAVET Secretariat

2. Video - EQAVET website

3. The Copenhagen process and the common tools
Europass
European Qualifications Framework
EQF
European Credit Transfer System
ECVET
EQAVET

4. EU policy and VET
2015 responsibility for VET in the European Commission moved from education to employment
New Skills Agenda for Europe with three priorities:
1. Develop higher quality and more appropriate skills
2. Facilitate the visibility and comparability of skills and qualifications
3. Improve information for better career choices
Contribution of EQAVET to quality assurance
VET should become a first choice by enhancing opportunities for learners to undertake work based learning ; and by increasing the visibility of good labour market outcomes for VET learners

5. The objectives of the EQAVET Framework
1. To increase transparency and mobility
2. To valorise permeability in a lifelong learning perspective
3. To make VET more attractive

6. Supporting the development of a culture of quality assurance
EQAVET has a history of ten years of EU cooperation in VET
A partnership process – a community of practice
The Recommendation establishing a European Quality Assurance Reference Framework for VET was agreed in June 2009
EU Commission
Member States
NRPs
MS representative
Social Partners
Key Stakeholders
VET providers
Policymakers
EU VET providers Associations
EQAVET
Network

7. The EQAVET Framework Designed to promote better (higher quality) VET
A reference instrument to help Member States and VET providers to promote and monitor the improvement of their provision
Uses QA to systematically modernise education systems with a focus on improving the effectiveness of training
Member States and VET providers develop their QA systems using this instrument on a voluntary basis
Main users are national/regional authorities, VET providers, public /private bodies responsible for the quality of VET
Complements the work of EQF and ECVET

8. The EQAVET model

9. INDICATIVE DESCRIPTORS
EQAVET: deepening the
QA culture
CYCLE – Stages
PLANNING: set up clear, appropriate and measurable goals and objectives
IMPLEMENTATION: establish procedures to ensure the achievement of goals and objectives
ASSESMENT and EVALUATION: design mechanisms for the evaluation of achievements by collecting and processing data to assess
FEEDBACK and PROCEDURES for CHANGE: develop operations in order to achieve the targeted after discussion with key stakeholders
INDICATORS
1.Relevance of quality assurance systems for VET providers
2.Investment in training of teachers and trainers
3.Participation rate in VET programmes
4.Completion rate in VET programmes
5.Placement rate in VET programmes
6.Utilisation of acquired skills at the workplace
7.Unemployment rate
8.Prevalence of vulnerable groups
9. Mechanisms to identify training needs in the labour market
10.Schemes used to promote better access to VET
INDICATIVE DESCRIPTORS
DescribesQA

10. Indicators – tool box INPUT CONTEXT/PROCESS OUTPUT
1.Relevance of quality assurance systems for VET providers
2.Investment in training of teachers and trainers 9. Mechanisms to identify training needs in the labour market
CONTEXT/PROCESS
1.Relevance of quality assurance systems for VET providers 3.Participation rate in VET programmes
4.Completion rate in VET programmes 7.Unemployment rate
8.Prevalence of vulnerable groups
10.Schemes used to promote better access to VET
OUTPUT
5.Placement rate in VET programmes 6.Utilisation of acquired skills at the workplace

11. Self-evaluation Experiences from the EU
Periodic review of practice - develop a culture of "follow-up" questioning: "why" (just knowing when something is good or bad does not create a culture of improvement)
Using the EQAVET indicators to measure performance and the indicative descriptors to describe effective practice

12. Self-evaluation
Essential to develop a culture of quality and continuous improvement; even when external mechanisms are used
Accepting that it is the responsibility of providers is critical to creating a high trust environment
Participation of all staff, students and external partners
One way to ensure engagement and ownership is by establishing quality management taskforces, groups or teams
Regularly communicate the importance of involving and motivating staff; and be clear what a provider should achieve
The purpose is to improve outcomes by improving teaching and learning

13. Self-evaluation - experiences in Europe
Self-assessment is part of the teachers’ role - not something additional to teaching - and needs to be promoted and described in this way
IDENTIFY A STARTING POINT: most VET providers have found a visit to a similar institution is the best way to start
RECOMMENDATIONS
Clear expectation that VET providers receiving public funds should use some form of self-control or self-improvement
The responsibility for deciding how to organise self-assessment rests with providers
Relevant to both continuing and initial VET
Self-assessment can and is being used for accreditation; to inform discussions with inspectors, support peer review, report results to parents and students, and inform national/regional communication processes

15. Guidelines to support VET systems and providers

16. The four phases of the quality assurance cycle

17. The EQAVET indicative descriptors and building blocks

18. The EQAVET indicators

19. Case studies from VET providers across Europe

20. A Glossary of Terms

21. EQAVET+
- addressing policy priorities

22. Thank you
Arancha Oviedo