Involvement of Stakeholders

Is the quality of provision improving as a result of stakeholders’ feedback?

How are the internal and external views taken into account?

Is there a systematic approach to collecting and meeting the needs of stakeholders?

  • How are internal views on the quality of VET taken into account?
  • How do you collect and take account of the views of key external stakeholders?
  • What can be learnt from your competitors or other VET providers?

- For the past three years, the Secondary Technical and Vocational Building School in the Czech Republic has been revising its approach to quality management. Key to the changes has been greater cooperation with external partners supported by internal meetings of subject boards. A new school curriculum has been introduced to respond to changes in the job market and students have been involved in completing contracts offered by external clients of the school. More information here

- In Germany, vocational training in “skilled crafts” takes place in enterprises and in inter-company vocational training centres. This helps to broaden the learner’s experiences and makes a significant contribution to quality assurance. Inter-company training helps to ensure that the full curriculum is covered, It aids technology transfer which prepares the skilled craft sector for the future. More information here

- VET learners are important stakeholders in the Dutch system. Since 2011 they have had the right to be involved in the work of the each VET provider’s Board of Directors. This includes the right to be involved in decision making, discussing new initiatives, receiving information and providing advice to the senior management team. The Vocational Youth Organisation provides student groups with materials and advice in order that they can operate effectively as part of any Board of Directors and advises students on how they can help to improve the quality of VET. More information here

- One way VET providers can help learners to prepare for employment is through the development of their entrepreneurial skills and competences. Since 2001, one of the most successful approaches used in Romanian business schools has been the development of ╦łtraining companies.╦ł The focus is on active learning and VET learners are required to identity a business idea arising from their study of the market. This includes identifying what is needed by the market and the opportunities this offers, creating a project plan for the company and simulating its implementation. Key to the success of this approach is the ability to assure the quality of the VET learners’ experience. More information here

- At the Coleg Glan Hafren in the UK, the Entry to Vocational Studies course includes one day each week working with employers such as those in the automotive engineering, retail, hairdressing or beauty industry. More information here 


  • Providing for the needs of employers is essential in VET
  • Collaboration, both within regional and national associations as well as between similar organisations, can develop better quality assurance processes.

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