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Enhancing Quality in VET: Perspectives from Dublin Conference 2004

Explore insights from Jürgen Horschinegg’s expertise in VET quality, indicators, and standards, with a focus on peer review and self-assessment. Learn about key initiatives and challenges to improve VET systems and promote European collaboration. Discover strategies for international cooperation, quality assurance, and stakeholder involvement.

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Enhancing Quality in VET: Perspectives from Dublin Conference 2004

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  1. Enhancing Quality Dublin Conference March 8 2004 Jürgen Horschinegg

  2. Speaker‘s background • Degree in educational science • Certified „organizational developer“ • Since 10 years working in the General Directorate for VET in the Federal Ministry for Education, Science and Culture in Vienna. • Tasks: Research, Quality, School Development, PISA, Gender Mainstreaming • Member of the Forum for Quality in VET (2001-02) • Member of the TWG Quality in VET (2003-?) bbf-Präsentation-03

  3. TWG Work Programme 2004 The priority issues: • Models and practices for quality assurance • Quality indicators • Standards and norms • Self-evaluation approaches bbf-Präsentation-03

  4. TWG Work Programme 2004 The means: • Networking: an overarching concept that covers: - Peer review - bi/multilateral institutional cooperation - LdV Projects • ‘Cross analysis’ (supporting and stock taking for peer reviews) • Awareness raising/information activities bbf-Präsentation-03

  5. TWG Work Programme 2004 Implementation: • Experimental application of: indicators and self assessment (European guide) • Structured exchange of experience: models and practices for quality assurance • More in-depth surveys needed: outcome standards • Countries represented in the TWG-Q have given concrete examples for pilot-activities they could lead, host or participate in. bbf-Präsentation-03

  6. Questions The aforesaid gives a hint for an answer to: “Are national VET systems sufficiently prepared for testing of the outcomes of the TWG-Q (Copenhagen) related to quality assurance? How can they be best disseminated and tested?” (report, page 114) Open questions: • are TWG-Q-products marketable now and shall they be „patented“? • Shall we move towards EU - norms and - labels? bbf-Präsentation-03

  7. E.g.: Austrian approach • National Copenhagen stakeholder–group • Proposal for a LdV-project on peer-review • Participation in 3 peer reviews in 2004 (F, Fin, DK) • „Antizipation“ study: based on the results a discussion– and reform-process to be started • Development and implementation of a QM-QS system for initial VET in the upper- and post-secondary • Larger reform discussion following the report of the „Zukunftskommission“ for the whole educational sector bbf-Präsentation-03

  8. Bologna meets Copenhagen What makes VET different? • Large variety of systems and within systems (state vs. market; hierarchical structure vs. „autonomous“ institutions; strong/direct vs. weak/indirect link to the labour market…) • Complex structure of „ownership“ • Strong local aspect • Tradition and culture • Lack of international orientation bbf-Präsentation-03

  9. Learning from „Bologna“!? • How to shape a strategy for relatively independent organisations (i.e. universities) • International co-operation and mobility of „learners“ • Involvement of stakeholders • Interplay of internal and external assessment • Peer review • European Network of Quality Assurance Agencies (ENQA) bbf-Präsentation-03

  10. Additional Questions for Discussion • Does it make sense to establish an „ENQA-like“ structure for VET? • Is Peer-Review an efficient and reliable tool for VET ? • How to integrate activities/results from other supranational organisations like OECD, IEA, UNESCO,…? bbf-Präsentation-03

  11. Co-operation with others: OECD Goal: provide reliable information for system steering in a heterogeneous context Strategy: quantitative - qualitative • Indicators – Project (INES) • Education at a Glance (EAG) • PISA • Deseco? • Country (thematic) reviews: (e.g.:…retaining effective teachers) involving countries on a voluntary basis • Research Projects and Studies: e.g. Brain research bbf-Präsentation-03

  12. Conditions for success page 108 • Establish a clear, coherent and integrated vision of the future • win support from, and involve, all key stakeholders • allocate sufficient resources • set targets that are specific, measurable, and achievable, relevant, and timed • monitor and report progress against the targets • evaluate performance and make relevant adjustments as required • begin concrete actions which encompass VET, Higher Education and Lifelong Learning, such as EUROPASS bbf-Präsentation-03

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