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 Nándor 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.