Annexes to COM(2008)179 - Establishment of a European quality assurance reference framework for vocational education and training [SEC(2008) 440] [SEC(2008) 441] - Main contents
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| dossier | COM(2008)179 - Establishment of a European quality assurance reference framework for vocational education and training [SEC(2008) 440] ... |
|---|---|
| document | COM(2008)179  |
| date | June 18, 2009 |
This recommendation establishes a European quality assurance reference framework (‘the framework’) which comprises a quality assurance and improvement cycle (planning, implementation, evaluation/assessment and review/revision) based on a selection of quality criteria, descriptors and indicators applicable to quality management at both VET-system and VET-provider levels. The aim is not to introduce new standards, but to support Member States’ efforts, whilst preserving the diversity of their approaches.
The Framework should be regarded rather as a ‘toolbox’, from which the various users may choose those descriptors and indicators that they consider most relevant to the requirements of their particular quality assurance system.
The proposed descriptors (Annex I) and indicators (Annex II) are provided as guidance only and may be selected and applied by users of the Framework in accordance with all or part of their requirements and existing settings.
They may be applied to initial vocational training (IVT) and/or continuous vocational training (CVT), depending on the relevant individual characteristics of each Member State's VET system and the type of VET providers.
They are to be used on a purely voluntary basis, taking account of their potential added value and in accordance with national legislation and practice. They should be considered neither as benchmarks, nor as a means of reporting on, or drawing comparisons between, the quality and efficiency of different national systems. The responsibility for monitoring the quality of these systems remains entirely with the Member States.
ANNEX I
THE EUROPEAN QUALITY ASSURANCE REFERENCE FRAMEWORK: QUALITY CRITERIA AND INDICATIVE DESCRIPTORS (1)
This annex proposes common quality criteria and indicative descriptors to support Member States, as they deem appropriate, when implementing the Framework (2).
| Quality Criteria | Indicative descriptors at VET-system level | Indicative descriptors at VET-provider level |
| Planning reflects a strategic vision shared by the relevant stakeholders and includes explicit goals/objectives, actions and indicators | Goals/objectives of VET are described for the medium and long terms, and linked to European goals The relevant stakeholders participate in setting VET goals and objectives at the different levels Targets are established and monitored through specific indicators (success criteria) Mechanisms and procedures have been established to identify training needs An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements Standards and guidelines for recognition, validation and certification of competences of individuals have been defined | European, national and regional VET policy goals/objectives are reflected in the local targets set by the VET providers Explicit goals/objectives and targets are set and monitored Ongoing consultation with relevant stakeholders takes place to identify specific local/individual needs Responsibilities in quality management and development have been explicitly allocated There is an early involvement of staff in planning, including with regard to quality development Providers plan cooperative initiatives with other VET providers The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparent quality assurance system in place |
| Implementation plans are devised in consultation with stakeholders and include explicit principles | Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels Implementation plans include consideration of the resources required, the capacity of the users and the tools and guidelines needed for support Guidelines and standards have been devised for implementation at different levels Implementation plans include specific support towards the training of teachers and trainers VET providers’ responsibilities in the implementation process are explicitly described and made transparent A national and/or regional quality assurance framework has been devised and includes guidelines and quality standards at VET-provider level to promote continuous improvement and self-regulation | Resources are appropriately internally aligned/assigned with a view to achieving the targets set in the implementation plans Relevant and inclusive partnerships are explicitly supported to implement the actions planned The strategic plan for staff competence development specifies the need for training for teachers and trainers Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance |
| Evaluation of outcomes and processes is regularly carried out and supported by measurement | A methodology for evaluation has been devised, covering internal and external evaluation Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector Systems are subject to self-evaluation, internal and external review, as appropriate Early warning systems are implemented Performance indicators are applied Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement. Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics | Self-assessment/self-evaluation is periodically carried out under national and regional regulations/frameworks or at the initiative of VET providers Evaluation and review covers processes and results/outcomes of education including the assessment of learner satisfaction as well as staff performance and satisfaction Evaluation and review includes adequate and effective mechanisms to involve internal and external stakeholders Early warning systems are implemented |
| Review | Procedures, mechanisms and instruments for undertaking reviews are defined at all levels Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly Information on the outcomes of evaluation is made publicly available | Learners’ feedback is gathered on their individual learning experience and on the learning and teaching environment. Together with teachers’ feedback this is used to inform further actions Information on the outcomes of the review is widely and publicly available Procedures on feedback and review are part of a strategic learning process in the organisation Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place |
(1) For the purposes of this recommendation, definitions which apply are based on Cedefop's Glossary on Quality in Training (working paper, November 2003).
(2) A further set of selected quality indicators is detailed in Annex II.
ANNEX II
A REFERENCE SET OF SELECTED QUALITY INDICATORS FOR ASSESSING QUALITY IN VET
This Annex proposes a comprehensive set of selected quality indicators which can be used to support the evaluation and quality improvement of VET systems and/or VET providers. The set of indicators will be further developed through European cooperation on a bilateral and/or multilateral basis, building on European data and national registers.
In terms of their nature and purpose, they should be distinguished from the indicators and benchmarks referred to in the Council conclusions of 25 May 2007 on a coherent framework of indicators and benchmarks for monitoring progress towards the Lisbon objectives in education and training.
Furthermore, the table of indicators does not include aggregated indicators at national level in cases where these do not exist or are difficult to obtain. The aggregation of such indicators at national level can be carried out at a later stage on the basis of a joint agreement between the Member States, the Commission and the European Quality Assurance Reference Framework network.
| Indicator | Type of Indicator | Purpose of the Policy | ||||
| Overarching Indicators for Quality Assurance | ||||||
| No 1 Relevance of quality assurance systems for VET providers:
| Context/Input indicator | Promote a quality improvement culture at VET-provider level Increase the transparency of quality of training Improve mutual trust on training provision | ||||
| No 2 Investment in training of teachers and trainers:
| Input/Process indicator | Promote ownership of teachers and trainers in the process of quality development in VET Improve the responsiveness of VET to changing demands of labour market Increase individual learning capacity building Improve learners’ achievement | ||||
| Indicators supporting quality objectives for VET policies | ||||||
| No 3 Participation rate in VET programmes: Number of participants in VET programmes (1), according to the type of programme and the individual criteria (2) | Input/Process/Output indicator | Obtain basic information at VET-system and VET-provider levels on the attractiveness of VET Target support to increase access to VET, including for disadvantaged groups | ||||
| No 4 Completion rate in VET programmes: Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and the individual criteria | Process/Output/Outcome indicator | Obtain basic information on educational achievements and the quality of training processes Calculate drop-out rates compared to participation rate Support successful completion as one of the main objectives for quality in VET Support adapted training provision, including for disadvantaged groups | ||||
| No 5 Placement rate in VET programmes:
| Outcome indicator | Support employability Improve responsiveness of VET to the changing demands in the labour market Support adapted training provision, including for disadvantaged groups | ||||
| No 6 Utilisation of acquired skills at the workplace:
| Outcome indicator (mix of qualitative and quantitative data) | Increase employability Improve responsiveness of VET to changing demands in the labour market Support adapted training provision, including for disadvantaged groups | ||||
| Context information | ||||||
| No 7 Unemployment rate (4) according to individual criteria | Context indicator | Background information for policy decision-making at VET-system level | ||||
| No 8 Prevalence of vulnerable groups:
| Context indicator | Background information for policy decision-making at VET-system level Support access to VET for disadvantaged groups Support adapted training provision for disadvantaged groups | ||||
| No 9 Mechanisms to identify training needs in the labour market:
| Context/Input indicator (qualitative information) | Improve responsiveness of VET to changing demands in the labour market Support employability | ||||
| No 10 Schemes used to promote better access to VET:
| Process indicator (qualitative information) | Promote access to VET, including for disadvantaged groups Support adapted training provision |
(1) For IVT: a period of 6 weeks of training is needed before a learner is counted as a participant.
For lifelong learning: percentage of population admitted to formal VET programmes.
(2) Besides basic information on gender and age, other social criteria might be applied, e.g. early school leavers, highest educational achievement, migrants, persons with disabilities, length of unemployment.
(3) For IVT: including information on the destination of learners who have dropped out.
(4) Definition according to ILO and OECD: individuals aged 15-74 without work, actively seeking employment and ready to start work.