General on self-evaluation

Functions of self-evaluation

Three important elements have to be distinguished in this general frame for self-assessment:

• an internal dimension focused on the improvements of the training organisation in order to better reach the defined learning goals;
• an external dimension focused on the contribution of VET institutions to three objectives at least: (a) to better answer to qualifications needs (b) to use the resources available on a territory (complementary services, local or regional networks, e-learning platforms…) and (c) to contribute to quality the local labour force;
• system conditions to organise the internal and the external quality dimensions of self-assessment, used as a quality approach.

Self-assessment is applicable to all types of VET institutions, whatever their field of activity (initial training, vocational training, customised training for individuals, training in response to company needs, training as part of employment and training policies for identified targets. Many VET institutions lack the conditions to finance and sustain a fully-fledged quality approach that systematically addresses all relevant factors. Nevertheless, they can benefit from quality approach based on self-assessment as an effective and efficient means to improve their performance.
 
Self-assessment helps to improve identification of both internal and external resources that a VET provider can use in order to improve its quality, learning outcomes and its relationship with funding bodies, other VET providers, candidates for training, public agencies, social partners, etc.

It is obvious that self-assessment activities may take different forms and serve different purposes. Their nature and purpose may vary significantly depending on whether the impetus for self-assessment is external (imposed) or internal (a free choice). Moreover, nearly monopoly situations have to be distinguished from more competitive ones; the strategic position of the training institutions varies significantly from one to the other.

Ethics of self-evaluation

There is a very limited literature can be found about this topic in all over the word. One of it the experience of MASI project in which the stakeholders were first required to develop the self-evaluation grid themselves, defining the aspects that would be evaluated. Initially, some federal funding supported the development of this methodology for Swiss vocational schools. The methodology proposed to the vocational schools relies on the following key features.

• Credibility: the self-evaluation procedure can engage the trust of the school
• Flexibility: the methodology can be adjusted to different situations
• User-friendliness: no special skills are required to use the procedure
• Accessibility: the results are made available to the entire school
• Significance: the procedure of self-evaluation is focused on shared and meaningful factors
• Reliability: the procedure can be used in different contexts without changing its fundamental elements
• Learning: the methodology allows involved stakeholders develop a critical and constructive way of thinking, focused on improving the current situation

These ‘standards’ can be completed with further ones on the local demands of the schools of course. However the institutions should be reminded that the clarification of these points of views is one of the first steps of the development of any methodology for self-evaluation.

The role of self-evaluation in VET

Finland

National evaluations

The purpose of the national evaluation system of learning outcomes and the performance of education and training is to produce information on the quality if learning outcomes. The results of these evaluations are utilised in the development of the education system and national core curricula, as well as in quality improvement of VET providers and in practical teaching. The results are also used to monitor the achievement of equality in education and training.

Self-evaluation of VET providers

Vocational education act obligates the organiser/provider of education to develop its self-evaluation system and to evaluate the education provided and its effectiveness, and to participate in the external evaluation of its operation. There is no obligation for the VET-providers to use specific model or framework. There is however some recommendations concerning quality management and self-assessment at the providers level. That way it gives flexibility to chose the model, framework and tools of self-evaluation that takes best in account the needs of the provider and the educational field (business). Educational institutions have also recommend to implement internal audits/evaluations and peer reviews with each other and benchmarking activities as a part of evaluation. More and more often the VET-providers and educational institutions use external audits/evaluations in quality improvement. External audit/evaluation is based on the self-assessment of VET provider.

Hungary

As a response to the expectations, challenges and problems to be solved by vocational education and training (VET), the organisations involved in the management of VET and adult education have elaborated a strategy for the development and improvement of vocational education and training (VET Development Strategy). “The major objective identified in the strategy is to help vocational education and training, that has been upgraded by developments, improvements and changes, get synchronized with labour market expectations and meet the challenges presented by technical and technological changes.”

The following are included among the objectives of the Hungarian Government on vocational education and training:

• Increasing the competitiveness of economy
• Increasing mobility
• Increasing efficiency
• Strengthening regionalism
• Improving information supply and flow

Details of the implementation of the VET Development Strategy elaborated by the Hungarian Government are provided in a Government Decree, also identifying the responsible persons, resources and deadlines.  The contents of the strategy and the activities based on them are the result of a thorough analysis and large-scale social discussion.

Concerning the measures necessary for the implementation of the VET Development Strategy, the Government decision provides: “The application of the quality assurance system by all institutions - VET providers designed and developed with attention to the EU Common Quality Assurance Framework (CQAF) should be ensured.”

In Hungary the decision has been taken that the CQAF model and principles will be piloted first in the field of initial VET on the example of the Development Programme for Vocational Schools.

The original objective of Component D2 was to support the implementation of the Self-assessment model for vocational school. We have set short-term and mid-term objectives regarding the implementation of CQAF in Hungary. The practical initiatives implementing these objectives have been defined and incorporated into the 2005 Work programme of the Component D2. An analysis guarantees sustainable development and means investigation of those elements in schools, which are required for continuous improvement: e.g.: planned staff development and systematic use of PDCA cycle.

Ninety participating schools perform self-assessment every year against this special model and now we would like to examine to what extent our present practices meet the requirements of CQAF.

The National Institute of Vocational Institution supports the schools for self-assessment providing the followings:

• Specific,  3-phase self-assessment model for vocational schools
• Implementation Guide
• Training
• Consultancy
• Evaluation of and expert feed-back on the schools’ yearly self-assessment report
• One-week study tours to 10 EU countries

Work with CQAF in Hungary started actually in December 2004 with collection of  information on CQAF. Meanwhile a 4-member delegation of the Ministry of Education participated at the EU-conference „Quality in VET” held in February 2005 in Helsinki. Following this conference where we made valuable contacts we have received an invitation to the next meeting of the EU Technical Working Group.

Read more about the Hungarian Quality Award for Public Education