Indicative Decriptors (Implementation)

The indicative descriptors can help VET providers to consider their approach to quality assurance and gauge how much progress has been made. The following analysis presents two contrasting statements for each descriptor. You are invited to consider which of these statements best describes your own approach. By considering each contrasting statement, you can review your own progress towards a European system of quality assurance.

Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans

Would you describe your approach to quality assurance as one where:
1. staff and other resources are assigned effectively
or
2. resources are not assigned in line with the VET provider’s targets as set out in an implementation plan

If you would like to see how other VET providers have addressed this issue, you can review the case studies:

- Ireland: Self-assessment
- Romania: Implementing the national model
- United Kingdom: Encouraging disadvantaged groups

Relevant and inclusive partnerships are explicitly supported to implement the actions planned

Would you describe your approach to quality assurance as one where:
1. collaboration is strong and supports the implementation plan 
or
2. there is little support for partnership working

If you would like to see how other VET providers have addressed this issue, you can review the case studies:

Austria: Supporting transition to VET
- Austria: Challenging gender stereotypes
- Germany: Inter-company training
- Ireland: Work-based apprenticeship training
- Ireland: Self-assessment
- Romania - Entrepreneurial skills
- Slovenia: A focus on employability
- United Kingdom: Encouraging disadvantaged groups

The strategic plan for staff competence development specifies the need for training for teachers and trainers

Would you describe your approach to quality assurance as one where:
1. it is clear what development will be available for teachers and trainers 
or
2. training is not linked to the development of staff competence

If you would like to see how other VET providers have addressed this issue, you can review the case studies:

- Austria: Supporting transition to VET
- Czech: Using all four stages of the quality cycle
- Finland: Supporting individual students
- Germany: Developing high quality apprentices
The Netherlands – Peer support

Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance

Would you describe your approach to quality assurance as one where:
1. staff receive regular training and work with external stakeholders to develop their practice and enhance performance 
or
2. staff training is ad hoc and staff tend to be isolated from external stakeholders

If you would like to see how other VET providers have addressed this issue, you can review the case studies:

- Austria: Challenging gender stereotypes
- Cyprus: Self-assessment
- Cyprus: Staff training
- Estonia: A five year development plan
- Ireland: Work-based apprenticeship training
- Italy: Standardising internal processes
- Slovenia: A central committee for quality assurance
- Slovenia: A focus on employability
- The Netherlands – Peer support

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