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The role of self-evaluation for quality of work and work conditions

This article explores the role of self-evaluation in improving the quality of work and work conditions in the educational sector. It discusses key concepts, the impact of working conditions on health and well-being, and provides an operational framework for self-evaluation. The article concludes by highlighting the need for new methods of evaluation and the challenges facing the implementation of self-evaluation in the market.

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The role of self-evaluation for quality of work and work conditions

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  1. The role of self-evaluation for quality of work and work conditions ECER 2007 – Contested Qualities of Educational Research Ghent, Belgium, 19 – 22 September 2007 By Nikitas Patiniotis and Theodora Asimakou

  2. Introduction • Key-concepts: Evaluation and Self-evaluation, Empowerment, and Quality • Working Conditions and Quality of Employment • Conceptual Framework (International Labour Organization) • Operational Framework • Conclusion

  3. Quality • System-approach • Articulation of principles • Necessity of control • An engineering way of thinking • Participation and communication

  4. Quality Management in the Educational Sector • Education lacks measurable elements • Still the same concept of quality systems has been introduced • Change to new forms of evaluation, e.g. self-evaluation, empowerment • Shift from central control to the process of judgment

  5. Self-evaluation and Empowerment • Self-evaluation as response to the measurable requirements of dominant evaluation processes • Opportunity for taking ownership of the process and reflect upon while being involved in it • Opportunity to take action after the completion of the process

  6. Tool Dimension: Work Conditions and Quality of Employment • Impact of the quality of contemporary employment (e.g. technologies, intensification of work, etc) upon : • Physical health (e.g. myoskeletical disorders) • Psychological health (e.g. stress and signs of depression) • Life beyond work (e.g. personal, life, and social life)

  7. Conceptual Framework (ILO) • Work time • flexible work, part-time work, etc • Wages and income • Minimum wage, discrimination based on gender • Work and family • Nature of family, social provisions • Working conditions and work organization • Risks at work, resources to conduct work, career development • Workplace violence and harassment • Verbal abuse, and bullying to hitting

  8. Operational Framework: the tool • Social status • Labour market • Work organization • CVT for trainers At 4 levels • Structural • Institutional • Group/team • individual

  9. Conclusion • Need for new methods of evaluation in Educational Sector –hence self-evaluation However • IT has not equally penetrated into all EU countries • Self-evaluation is still a new practice • The proliferation of e-tools hardly survives after the launch into the market

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