Culture of self-assessment

Are all those involved in VET participating in self-assessment?

Does the management team support self assessment?

  • How can managers encourage staff and other interested stakeholders to reflect continually on the quality of VET provision?
  • How can VET providers learn from each other?
  • How are the outcomes of self-assessment used to make improvements?
  • In a commercial and competitive environment, how much can VET providers share effective practice?

- TSC Nova Gorica in Slovenia offers upper secondary VET courses, higher VET courses and adult education. In line with legislation, the school has established a central commission to oversee quality assurance through an annual self-assessment process. Six of its 10 members represent the school, employers, parents and students. More informationhere

- In Italy, CIOFS-FP provides vocational training in 70+ centres. Its main focus is on supporting young people, trainers and local networks. The Association’s has introduced a standardised approach to internal quality assurance procedures. This has helped each VET centre to assess their own provision and implement strategies which meet their circumstances. More information here

- The NĂ¡ndor Handler Vocational School in Sopron, Hungary has organised its own quality improvement activities since 2000. Central to the school’s system is regular self-assessment where strengths and areas for improvement are identified in relation to the indicators and the indicative descriptors from EQAVET and the indicators set out in Hungary’s self-assessment model for VET. More information here 

 

  • Transparency helps all stakeholders to look at the quality of provision, and consider ways in which it can be improved.
  • Creating a successful approach to quality assurance is more likely if the focus is on improving teaching and learning rather than controlling practice.
  • Ongoing dialogue and communication is a central feature of successful self-assessment.

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