Ponència A .

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Ponència A. La Qualitat a l’ensenyament dins Europa Una visió dels diferents sistemes de gestió de centres educatius de Dinamarca, Andalusia, País Basc i Europa en general. IV Jornada de Qualitat a l’ensenyament i intercanvi d’experiències Barcelona, 18 de novembre de 2004. Philip Pedersen
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Ponència A La Qualitat a l\'ensenyament commotions Europa Una visió dels diferents sistemes de gestió de focuses educatius de Dinamarca, Andalusia, País Basc i Europa en general IV Jornada de Qualitat a l\'ensenyament i intercanvi d\'experiències Barcelona, 18 de novembre de 2004 Philip Pedersen Inspector General del Ministeri d\'Educació de Dinamarca

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Presentation at Conference Ministry of Education, Catalonia Barcelona eighteenth of November 2004 v. Philip Pedersen +45 3392 5709, philip.pedersen@uvm.dk Topic: Quality Assurance in Europe and Denmark: The Present and Future. Why concentrate on quality confirmation? How to function with quality affirmation? Point for reflection – taking into account the Danish experience What to come: at European and national level?

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1.Why spotlight on quality certification? ...at European and national level?

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European collaboration Lisbon, 2000, European Council: "European as the most aggressive and element information based economy on the planet in 2010, fit for monetary development and more noteworthy social union" Barcelona-determination, 2002, European Council: Making Europeans instruction/preparing framework a world quality reference by 2010 with 3 targets: advance quality and effectiveness in training make access to the training framework less demanding open up instructive frameworks to a more extensive world Coordinated with the Bologna affirmation: Higher Educ.1999

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The requirements and destinations, 2001 Life Long Learning: To connection and join diverse learning results Mobility: To acquire and utilize capabilities and abilities as a typical money (regular capability system) To have excellent capabilities which have remaining in a worldwide business sector European occupation technique: The need to concentrate on trans-parency, acknowledgment, and quality, and to create common trust

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The Brügge and Copenhagen-handle The Copenhagen announcement, nov. 2002: Enhanced participation in Vocational Education and Training. The point is to upgrade shared trust, straightforwardness and acknowledgment of capabilities and skills keeping in mind the end goal to elevate versatility and access to long lasting learning. Participation taking into account "The Open Method of Coordination" Organized in 3 working gatherings: Transparency, data and direction Recognition af skills and capabilities Quality certification

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The Copenhagen-procedure and Quality Promoting collaboration in quality affirmation with unique center in return of models, and methodes, and additionally a typical criteria and standards for qiuality in professional instruction and preparing Giving thoughtfulness regarding the adapting needs of instructors and mentors witin all type of professional training and preparing

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2. How to function with quality certification? ...at European level

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Why concentrate on Quality Assurance? Quality affirmation is not a need in it self! Quality affirmation is a method for: upgrading instructive quality improving information of national standard and quality making a superior premise for benchmarking adding to more straightforwardness Ambition: To add to Mutual Trust between the countries and upgrade versatility in Europe.

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Common Quality Assurance Framework A model: For quality confirmation in light of the Quality Circle to be utilized at framework level and institutional level Methodology: For assesment and survey of frameworks: self-assesment (aide) to be joined with outer assessment Measurement instruments: An arrangement of reference markers taking into account 3 European destinations keeping in mind the end goal to checking af assess their own framework Monitoring framework: To be distinguished as fitting at national or territorial level, and conceivably consolidated with voluntatry peer audit

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Common Quality Assurance Framework =C QAF Planning (Purpuse and arrangement) Methodology Review (input and strategies for change) Implementation Evaluation and Assessment

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Objectives and pointers 1.Unemployability as per gatherings 2.Participation rate in IVET and LLL 3. Succesfull consummation rate of preparing 1.Employability 4.Schemes to advance better acces 5.Prevalence of helpless gatherings: support/culmination/employability 2.Access 6.Mechanisms to relate improvements in labor-market VET-frameworks 7.Destination of learners 6 month in the wake of preparing 8.Utilisation of procured abilities at the work place 3. Coordinating supply/request 4. Quality M frameworks 9. Offer of VET-suppliers applying Quality 10.Management frameworks like CQAF Investment in preparing of instructors

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3.Points for reflection in view of the Danish way to deal with quality affirmation

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Points for Focus – in light of Danish encounters 1.Centralised versus Decentralized instructive framework 2.Voluntary or mandatory quality certification 3.Involvement of Stakeholders: social accomplices/trainees,students 4. Inner versus Outer assessment 5. Check and adjust versus Control 6.Transparency: More or less straightforward procedures and comes about (yield/results)

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The Danish Educational System

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DK – little is perhaps not generally wonderful but rather… 2000 Primary and lower auxiliary Schools 157 Gymnasier =General Upper Secondary Education 25 Social and Health Colleges 17 Agricultural Colleges 47 Technical Colleges 48 Commercial Colleges TREND: FEWER 10 with Technical + Commercial

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DK: 3 essential standards Preliminary Pragmatic Pluralistic

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View of advancement af quality certification, DK Consequence: Political assention: VET 2003-06 Regulation: Openness and straightforwardness 2002 Implementation: Regulation on quality: VET, 2000 Q-questionaire 1998 Common references: Q-90 1996-97 (venture) Q-strategi 1995 The initial steps: Local activities Research and dev. ventures

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DK: Approaches to Quality certification, 2004 5. Quality standards 1.Common rules 6. The Danish Eval. Establishment 2.Testing and examination Approach to Quality Assurance and Development 7. Straightforwardness and openness 3.Ministerial appro-val and assessment 8.International overviews 4. Inclusion of partners 9. Yield administration

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CQAF and Danish quality methodology 1.Common rules 4.Involvement of Stakeholders Plan Methodology Q-direction: Selfevaluation Review (input + strategies for change) Implementation 4.Stakeholders/3.Min. Approval+inspection/9.Output/results/7.Transparency+Openess 4.Involvement of stakholders/9.Innovationa + devel. ventures Evaluation and Assessment 4.Involvement of partners/3.Min. Endorsement and assessment/2.Examination/6.EVA

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Quality principles in VET, 2000/2004 PART 1 In-organization preparing Follow up on the in-organization preparing by Trade Committes

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Quality standards in VET, 2000/04 Part 2: School instruction: 1 . The College must have a quality-framework for quality change and the accomplishment of the training 2. The College must have a technique for self-assessment and quality-improvement: a. The instructing satisfies the objectives of the training (VET) b. On-going advancement of the nearby instructive arrangement c. Strategy for instructing must backing the objectives of the training and the subjects d. Reasonable preparing and hypothetical preparing must backing each other e. Instructors: proficient (subjects and strategy) redesigning f. The schools get the understudies\' assesment of instructing and nearby instructive arranging g. Outside analyst remarks, comes about on imprints and assesment of instructing must be incorporated h. Singular arrangements for each understudy/student in light of their conditions and needs 3. On the premise of a self-assessment the College must make an arrangement for followup , need of changes: arrangements and operational targets - and put on the College\'s web

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Danish Evaluation Institute, 1999 Evaluations: cooperation compulsory selfevaluation required appreciation for nearby practices reports open no positioning Independent: techniques for assessment bunch not power, not supervision PRINCIPLES: Organization: free, legislative foundation autonomous board and committee isolated from Ministry Minister of Educ.: delegate executive/board affirm: chief + activity arrangement responsability: development

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Danish Evaluation Institute 1 (1999) Danish Evaluation Institute, 1999 AIM: to secure and create quality in instruction and instructing/learning Focus on improvement and quality certification of: projects and instructing/learning could be: an establishment\'s aggregate execution control with the establishments is not a point discourse with the Ministry of Education National focal point of information: create strategies for assessment broadly/universally place for data Type of assessments: on EVA\'s drives mandatory: Student stipends asked for assessments

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Danish Evaluation Institute 3 (1999) Example of assessments 2002-2004: www.eva.dk Student in Voc. Upper Sec. Educ. Readiness for further education Teachers\' further instruction and preparing in VET-universities The VET-learners\' close to home instructive arrangement Quality affirmation in VET by contribution of social accomplices (2004) Subject: English in elementary schools Subject: English in upper optional educ. at level An and B Education of educators for Primary Schools University: Faculty assessment of German-studies University: "Premise educ." in sociology at to Universities

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Transparency and openness (2002) The instistutions are obliged to open on their site: The supply of training and projects The pedagogical establishment of qualities and instructive standards The normal of the last grades The consequences of the assessments of the showing Information which the school discovers fundamental for the assesment of the educating supplied. All zones of training and a wide range of organizations are incorporated. The Law is detailed for the most part, yet has been changed in accordance with "dialect" and the act of every region of training.

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Transparency and openness (

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