Is data and feedback analysed and used to improve VET provision?
Do the EQAVET indicators and indicative descriptors help to identify areas for development ?
- How can VET provider benefit from using the EQAVET indicators?
- How can VET providers:
- decide what data is relevant?
- identify sources and collect data?
- analyse the data?
- use the data to improve quality
- Since 2000, the Ferenc Hansági Vocational and Secondary School for Catering and Tourism in Hungary monitors the requirements of partners and measures the effectiveness of its training in meeting their needs. As part of the school’s annual plan, data and views are collected from employees, students and their parents, the school’s supporting foundation and organisations that provide apprenticeship places. More information here
- Salpaus Further Education College in Finland provides vocational education and training for over 20 000 post-16 and adult students per annum. Central to its quality assurance processes, and the reason it was given a Quality Award from the Ministry of Education and Culture in Finland, is the use of real time data to improve performance. The data can be viewed at organisation level, course level, qualification level, study group level and individual student level. More information here
- The Békéscsaba Central Vocational School and Student Dormitory (BÉKSZI) in Hungary was established in August 2007 as a result of the merger of three well-established vocational schools. It provides vocational training in 44 occupational areas in the following ten vocational sectors. It aims is to meet the requirements of the economy by offering training which responds flexibly to the changing demands of the labour market. One aspect of the school’s approach to quality assurance is the systematic monitoring of the employment of the school’s graduates after they complete their training. More information here
- The Biotechnical educational centre of in Slovenia is a publicly-funded school offering upper secondary VET courses, higher VET courses and adult education. The school introduced a quality assurance system in 2001 and focuses on measuring performance against employability and the utilisation of acquired skills at the work place. Information on these indicators is collected once per year using a sample of students through a telephone survey. More information here
- A systematic and consistent approach to collecting, analysing and using data provides a more secure way of making decisions in relation to VET provision.
- Learners, teachers, trainers and employers’ views are essential to improvement.
- Transparency helps everyone understand what changes are required - this supports quality improvement.