Improving Quality Assurance in European Vocational Education and Training (eBook)

Factors Influencing the Use of Quality Assurance Findings

Adrie J. Visscher (Herausgeber)

eBook Download: PDF

2009 | 2009
160 Seiten
Springer Netherlands (Verlag)
978-1-4020-9527-6 (ISBN)

Infos

Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions.

The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.

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Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naive; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions. The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.

Inhalt

Contents 5
Contributors 7
Introduction to the Problem of the Under-Utilisation of Quality Assurance Data, and the Research Approach 8
1.1 Introduction 8
1.2 Strategy 10
1.3 Overview of the Contents of the Book 11
A Theoretical Framework for Analysing the Implementation and Effects of Quality Assurance Systems in European VET 13
2.1 Introduction 13
2.2 The Factors that Matter 13
2.2.1 Formative Evaluation in the Design of QAS Prototypes 17
2.3 Conclusion 33
Factors Influencing the Use of Quality Assurance Data in Dutch (I)VET for the Health Care Sector 39
3.1 The Dutch Context of Quality Assurance in (I)VET 39
3.1.1 Structure and Organisation of Dutch (I)VET 39
3.1.2 Reasons for Quality Assurance in Dutch (I)VET 40
3.1.3 External and Internal Quality Assurance in Dutch (I)VET 40
3.2 The Results of the Case Studies 41
3.2.1 Introduction 41
3.2.1.1 Data Collection 42
3.2.1.2 QA Systems Used in the Case Study Schools 42
3.2.2 Ranking the (I)VET Institutions 43
3.2.3 The Factors from the Theoretical Framework Enabling or Constraining Review in the (I)VET Institutions Studied 44
3.2.3.1 Who Designed the Quality Assurance Systems (QASs) and How? 44
3.2.3.2 Design Goal: Improvement, Accountability or Certification 45
3.2.3.3 Quality Indicators 45
3.2.3.4 Data Collection Methods 46
3.2.3.5 Respondents 47
3.2.3.6 Data Processing 47
3.2.3.7 Output 47
3.2.3.8 Data Distribution and Discussion 48
3.2.3.9 Publication of Data 48
3.2.3.10 Validity of the Information 48
3.2.3.11 Clarity of the Information 49
3.2.3.12 Required Staff Effort 49
3.2.3.13 Goal of Using the QAS 49
3.2.3.14 Extent of Problem-Solving Support 49
3.2.3.15 User Training and Implementation Support 50
3.2.3.16 Promotion of User Participation 50
3.2.3.17 Monitoring Implementation Consistency and Effects 50
3.2.3.18 Availability of Extra Innovation Resources 51
3.2.3.19 Performance Level 51
3.2.3.20 Pressure to Improve 51
3.2.3.21 Attitude Towards QA 52
3.3 Conclusions 53
Factors Influencing the Use of Quality Assurance Data in English (I)VET for the Health Care Sector 57
4.1 The English Context of Quality Assurance in (I)VET 57
4.1.1 Structure and Organisation of English (I)VET 57
4.1.2 Reasons for Quality Assurance in English (I)VET 58
4.1.3 External and Internal Quality Assurance in English (I)VET 59
4.2 The Results of the Case Studies 60
4.2.1 Introduction to the Case Studies 60
4.2.1.1 The Characteristics of the Case Studies 60
4.2.1.2 Case Study Selection 61
4.2.1.3 Data Collection 61
4.2.1.4 QASs in the Case Studies 61
4.2.2 Ranking of the Case Studies Based on the Success of the Review Stage 63
4.2.3 Factors from the Theoretical Framework Enabling or Constraining Review 65
4.2.3.1 Who Designed the QAS and How? 65
4.2.3.2 Design Goal: Improvement, Accountability or Certification 65
4.2.3.3 Quality Indicators 66
4.2.3.4 QAS Procedures 66
4.2.3.5 Data Processing 66
4.2.3.6 Output 66
4.2.3.7 Data Distribution and Discussion 67
4.2.3.8 Publication of Data 67
4.2.3.9 Validity of the Information 67
4.2.3.10 Clarity of the Information 67
4.2.3.11 Required Staff Effort 67
4.2.3.12 Respondents 68
4.2.3.13 Goal of Using the QAS 68
4.2.3.14 Extent of the Problem Solving Support 68
4.2.3.15 User Training and Implementation Support 69
4.2.3.16 Promotion of User Participation 69
4.2.3.17 Monitoring Implementation Consistency and Effects 69
4.2.3.18 Availability of Extra Innovation Resources 69
4.2.3.19 Performance Level 70
4.2.3.20 Pressure to Improve 70
4.2.3.21 Attitude Towards QA 70
4.2.3.22 Learning, Innovation-Enriched Organisation 70
4.2.3.23 High Reliability Organisation 70
4.2.3.24 Organisation of Provision 71
4.2.3.25 Length of QAS Use 71
4.2.3.26 Conceptual and Instrumental Use 72
4.2.3.27 Intended Effects 72
4.2.3.28 Unintended Effects 72
4.3 Conclusions 72
4.3.1 Limitations and Further Research 75
Factors Influencing the Use of Quality Assurance Data in Danish VET for the Health Care Sector 76
5.1 The Danish Context of Quality Assurance in VET 76
5.1.1 Structure and Organization of Danish (I)VET 76
5.1.1.1 Historical Background of Quality Assurance Exercises 77
5.1.1.2 Decentralised Quality Assurance and Maintenance 78
5.1.2 The Extent of Central Control on Quality Indicators 78
5.1.2.1 The Examination Regulations 78
5.1.2.2 The Assessor Institution 79
5.1.2.3 Mandatory Requirements for Teacher Qualifications 79
5.1.2.4 Mandatory QA Requirements for VET Institutions 79
5.1.2.5 Governmental Quality/Evaluation Institutes 79
5.2 The Results of the Case Studies 79
5.2.1 Introduction 80
5.2.1.1 Data Collection 80
5.2.1.2 QA Systems Used in the Case Study Schools 80
5.2.2 Ranking of VET Institutions 81
5.2.3 Factors from the Theoretical Framework Enabling or Constraining Review Within the VET Institutions Studied 82
5.2.3.1 Who Designed the QAS and How? 82
5.2.3.2 Quality Indicators for Institution A 84
5.2.3.3 Quality Indicators for Institution B 84
5.2.3.4 Quality Indicators for Institutions C and D 84
5.2.3.5 QAS Procedures 85
5.2.3.6 User Training and Implementation Support 88
5.2.3.7 Promotion of User Participation 89
5.2.3.8 Monitoring Implementation Consistency and Effects 89
5.2.3.9 Availability of Extra Innovation Resources 89
5.2.3.10 Performance Level 90
5.2.3.11 Pressure to Improve 91
5.2.3.12 Attitude Towards QA 91
5.3 Conclusion on the QA Culture 92
Factors Influencing the Use of Quality Assurance Data in Estonian (I)VET for the Health Care Sector 95
6.1 The Estonian Context of Quality Assurance in (I)VET 95
6.1.1 Structure and Organisation of Estonian (I)VET 95
6.1.2 Reasons for Quality Assurance in Estonian (I)VET 97
6.1.3 External and Internal QA in Estonian (I)VET 98
6.1.3.1 External Evaluation 98
6.1.3.2 Internal Evaluation 98
6.2 The Results of the Case Studies 99
6.2.1 Introduction 99
6.2.1.1 Data Collection 100
6.2.1.2 QA Systems Used in the Case Study Institutions 100
6.2.2 Ranking the (I)VET Institutions 100
6.2.2.1 Medical Schools 100
6.2.2.2 Training Centres 101
6.2.3 The Factors from the Theoretical Framework Enabling or Constraining Review in the (I)VET Institutions Studied 102
6.2.3.1 Who Designed the QAS and How? 102
6.2.3.2 Design Goal: Improvement, Accountability or Certification 102
6.2.3.3 The Quality Indicators 103
6.2.3.4 Procedures of QAS Use 103
6.2.3.5 User Training and Implementation Support 106
6.2.3.6 Promotion of User Participation 106
6.2.3.7 Monitoring the Implementation 107
6.2.3.8 School Performance Level 107
6.2.3.9 Pressure to Improve 107
6.2.3.10 Conceptual and Instrumental Use 108
6.3 Conclusion 110
Factors Influencing the Use of Quality Assurance Data in Italian (I)VET for the Health Care Sector 113
7.1 The Italian Context of Quality Assurance in (I)VET 113
7.1.1 Structure and Organisation of Italian (I)VET 113
7.1.2 Reasons for Evaluation and Quality Assurance in Italian VET 115
7.1.3 External and Internal Evaluation and Quality Assurance in Italian VET 116
7.2 The Results of the Case Studies 117
7.2.1 Introduction 117
7.2.1.1 Data Collection 118
7.2.1.2 QA Systems Used in the Case Study Schools 118
7.2.2 Ranking the Italian Vocational Education and Training Institutions 118
7.2.3 The Factors from the Theoretical Framework Enabling or Constraining Review in the IVET Institutions Studied 119
7.2.3.1 Who Designed the QAS and How? 119
7.2.3.2 Design Goal: Improvement, Accountability or Certification 119
7.2.3.3 Quality Indicators 120
7.2.3.4 Data Collection Methods 120
7.2.3.5 Respondents 121
7.2.3.6 Data Processing 121
7.2.3.7 Output 121
7.2.3.8 Data Distribution and Discussion 121
7.2.3.9 Publication of Data 121
7.2.3.10 Validity of the Information 122
7.2.3.11 Clarity of the Information 122
7.2.3.12 Staff Effort Required 122
7.2.3.13 Goal of Using the QAS 122
7.2.3.14 Extent of Problem Solving Support 122
7.2.3.15 User Training and Implementation Support 123
7.2.3.16 Promotion of User Participation 123
7.2.3.17 Monitoring Implementation Consistency and Effects 123
7.2.3.18 Availability of Extra Innovation Resources 123
7.2.3.19 Performance Level 124
7.2.3.20 Pressure to Improve 124
7.2.3.21 Attitude Towards QA 124
7.2.3.22 Learning, Innovation-Enriched Organisation 125
7.2.3.23 High Reliability School 125
7.3 Conclusions 126
Factors Influencing the Use of Quality Assurance Data in German (I)VET for the Health Care Sector 129
8.1 The German Context of Quality Assurance in (I)VET 129
8.1.1 Basic Organisation of the German VET System 129
8.1.2 Reasons for Quality Assurance in German VET 131
8.1.3 Forms of Quality Assurance in German VET 133
8.2 Case Study Results 138
8.2.1 Introduction to the Case Studies 138
8.2.2 Ranking the Institutions Studied 141
8.2.3 The Factors from the Theoretical Framework Enabling or Constraining Review in the (I)VET Institutions Studied 142
8.3 Conclusions 145
The Factors that Matter for Quality Assurance Across Six Countries 149
9.1 Introduction 149
9.2 The National Context of Quality Assurance in (I)VET in Six Countries 149
9.2.1 Structure and Organisation of (I)VET 149
9.2.1.1 The Nature of Vocational Education and Training for Nurses in the Six Countries and its Implications for the Case Studies 151
9.2.2 Reasons for Quality Assurance 151
9.2.3 Internal and External Evaluation 153
9.3 The Results of the Case Studies 155
9.3.1 Selection of Case Studies 155
9.3.2 Data Collection 155
9.3.3 Types of QA Systems Used in the Institutions Studied 156
9.3.4 Factors Enabling or Constraining Review in the (I)VET Institutions 157
9.3.5 A Summary of the Relevant Factors 164
9.4 Conclusions and Reflections 166
9.4.1 Problem Confirmation 167
9.4.2 Setting and Evaluating Goals 167
9.4.3 A Revised Theoretical Framework 168
9.4.4 Non-confirmed Factors 171
9.4.5 From the Case Study Findings Towards Guidelines 172
Guidelines for the Quality Assurance of Vocational Education and Training in EU Countries 174
10.1 Introduction 174
10.1.1 Definitions 174
10.1.2 Use of the Guidelines 175
10.2 The Guidelines 175
10.2.1 General Guidelines 175
10.2.2 Design of QAS 176
10.2.3 QA Indicators 176
10.2.4 Data Collection, Processing and Distribution 177
10.2.5 QA Implementation 178
Author Index 179
Subject Index 181

Produkt-Details

• Erscheint lt. Verlag: 29.4.2009
• Zusatzinfo: 160 p.
• Verlagsort: Dordrecht
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Schlagworte: European Union (EU) • Evaluation • learning • organization • Performance feedback • Quality assurance • School self-evaluation • Training • Utilization of data • vocational education
• ISBN-10: 1-4020-9527-9 / 1402095279
• ISBN-13: 978-1-4020-9527-6 / 9781402095276