roma nia the ministr y of education, research and youth

ROMANIATHE MINISTRY OF EDUCATION, RESEARCH AND YOUTH

THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING DEVELOPMENTEDUCATION AND TRAINING DEVELOPMENT

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SpotlightSpotlight on VETVET

European approach to quality European approach to quality

Policy and system in ROMANIAPolicy and system in ROMANIA ––

elements of quality elements of quality

Dr. Madlen SerbanDr. Madlen SerbanDushanbe,

27-29 October 2008

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Presentation outlinePresentation outline

1.1. European approach to quality European approach to quality assurance and improvement assurance and improvement

2.2. Spotlight on VET policy and system Spotlight on VET policy and system in Romania: elements of quality in Romania: elements of quality

3.3. Instead of recommendations Instead of recommendations

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1. EUROPEAN APPROACH TO

QUALITY

ASSURANCE and

IMPROVEMENT

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EUROPEAN APPROACH TO QUALITY: Policy objectives in the framework of Copenhagen process – Lisbon Agenda

Quality in VET is specified in terms of: Increasing employability Improving the match between

demand and supply Better access to life long learning

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EUROPEAN APPROACH TO QUALITY:

The European Quality Assurance Reference Framework

a framework with tools for action: a flexible model an appropriate methodology monitoring measurement tools

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A reference instrument to help Member States to

promote and monitor continuous improvement

of their Vocational Education and Training (VET)

systems, based on European common

references.

The Framework should contribute to:

quality improvement improvement in VET;

building mutual trust within national VET systems;

promote a borderless European lifelong learning area.

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Forms part of a series of measures designed to support continuous improvement in the quality and governance of VET systems: EQF, ECVET and principles of validation of non-formal and

informal learning .

Voluntary system to be used by public authorities and bodies charged with quality assurance and improvement in VET.

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The European Quality Assurance

Reference Framework

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Purpose and plan

ImplementationFeedback and procedures for

change

Assessment and evaluation

MethodologySelf assessment


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Monitoring(external)

Methodology(Self

Assessment)

GainsMutual Trust

TransparencyCredit Transfer

Measurement (benchmarks

and indicators)

Model(Common

Core Criteria)

EQARF addresses both:1. System level2. Provider level

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European context – European context – EQARF EQARF

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Mapping of VET system and the use of Mapping of VET system and the use of European Quality indicatorsEuropean Quality indicators

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EQARF: the Quality Cycle and Indicators

Methodology

Indicator 1, 2 Define goals and objectives

Indicator

3, 7, 8 Coherent with

goals

Indicator 4, 5, 6 Collection and processing data; discuss results

Indicator 9, 10Review

Purpose And plan

Implementation

Assessment and evaluation

Feedback andprocedures for

Change

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A quality assurance cycle, including planning, implementation, evaluation and review of VET

A set of common quality criteria and indicative descriptors

A set of indicators

that fully respects the competence of Member

States

Complementary to EQF, ECVET and principles of

validation of non-formal and informal learning

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Planning context

Lisbon Agenda - Lisbon Strategy in 2000

Policy framework: “Education and training 2010” and Lifelong

Learning - including VET under Copenhagen process, within a lifelong learning perspective

Strategies for lifelong learning

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Objectives There are three overall objectives:

improving the quality and effectiveness of education and training systems;

facilitating access to education and training systems; and

opening up EU education and training systems to the wider world.

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Targets (indicators and benchmarking)

Five EU-level benchmarks are set for 2010:

the average rate of early school leavers should be no more than 10%;

the total number of graduates in maths, science and technology should increase by at least 15%, while the gender imbalance in these subjects should be reduced;

85% of 22 year olds should complete upper secondary education;

the number of low-achieving 15 year olds in reading, mathematical and science should half; and

the average participation of working adults population in lifelong learning should rise by at least 12.5%.

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Monitoring

The Council and the Commission publish a joint report on the overall progress made towards the objectives every two years.

The Commission also publishes a detailed report annually analysing the progress made to an agreed set of statistical indicators and benchmarks

http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm

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Working together

Networking – ENQA VET

Peer learning activities (by topics gathering interested countries or working groups for experts)

Peer reviews Exchange of good practice



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2. Spotlight2. Spotlight on TVETTVETsystem and policy in ROMANIAsystem and policy in ROMANIA

––elements of quality elements of quality



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VET is including:VET is including: initial VET named initial VET named TVETTVET continuing VET named CVTcontinuing VET named CVT

TVETTVET is delivered through the is delivered through the formal formal education and training systemeducation and training system and, in and, in the near future, also through the near future, also through apprenticeship schemesapprenticeship schemes by enterprises by enterprises in cooperation with education and in cooperation with education and training providerstraining providers



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Policies for TVET should be seen integrated:

within the overall national development context defined through the strategic papers referring to the economic and social development

within the education and training system – LLL perspective (secondary general education, HE, CVT)



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The System modernization has as The System modernization has as MAJOR MAJOR OBOBJJECTIVEECTIVE the development of a the development of a consolidated TVET consolidated TVET ssyystemstem in orderin order::

to respond to the needs of a knowledge to respond to the needs of a knowledge based society based society to increase the employment rate and to increase the employment rate and economic developmenteconomic development to increase the economic and social to increase the economic and social cohesion level cohesion level to develop democratic citizenship to develop democratic citizenship practice practice

1.1. assurance of students personal and professional development so assurance of students personal and professional development so that they are able to become that they are able to become active citizens of their communityactive citizens of their community;;

2.2. assurance of assurance of equal chances/equitable accessequal chances/equitable access to technical and to technical and vocational education, as well as professional development of each vocational education, as well as professional development of each student, depending on her/his individual aspirations and learning student, depending on her/his individual aspirations and learning potential;potential;

3.3. assurance of assurance of professional developmentprofessional development chances for each student for chances for each student for achieving achieving qualification and competencesqualification and competences in line with existentin line with existent employment opportunitiesemployment opportunities, and in a, and in a lifelong learninglifelong learning perspective;perspective;

4.4. assurance of assurance of the quality conditions in organization and the quality conditions in organization and development of education and training processesdevelopment of education and training processes in every in every school providing TVET.school providing TVET.

TVET main goals mirroring the double role TVET main goals mirroring the double role of education and training – social and of education and training – social and economiceconomic

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MINISTRY OF EDUCATION, RESEARCH AND YOUTH

NATIONAL CENTRE FOR VOCATIONAL EDUCATIONNATIONAL CENTRE FOR VOCATIONAL EDUCATION AND AND TRAINING DEVELOPMENTTRAINING DEVELOPMENT

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Pro-European policy Pro-European policy framework framework

Romanian quality assurance and Romanian quality assurance and improvement policies - milestonesimprovement policies - milestones

decision to adopt the European approach on QA decision to adopt the European approach on QA was taken by the Ministry of Education and was taken by the Ministry of Education and Research in September 2003 Research in September 2003

followed by the initiative of launching in February followed by the initiative of launching in February 2004 a European Conference on Quality 2004 a European Conference on Quality Assurance in Education and training. Assurance in Education and training.

subsequent decisions:subsequent decisions: 1. elaborate the quality related draft legal 1. elaborate the quality related draft legal

framework based on European QARF and to framework based on European QARF and to organise public consultationorganise public consultation

2. adopt the self-assessment guide for VET 2. adopt the self-assessment guide for VET providers to be implemented starting with providers to be implemented starting with the school year 2004-2005 on pilot basisthe school year 2004-2005 on pilot basis

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After one year of debates,After one year of debates, the Government issued the Ordinance (GO) no. 75 the Government issued the Ordinance (GO) no. 75

on 12 July 2005 on 12 July 2005 (adopted by the Parliament)(adopted by the Parliament) that that endorses the principles of the Romanian policy for endorses the principles of the Romanian policy for Quality Assurance in Education for the entire Quality Assurance in Education for the entire national system. national system.

the quality assurance policy aims to provide the quality assurance policy aims to provide Romanian VET with a Romanian VET with a National Quality Assurance National Quality Assurance Framework (NQAF)Framework (NQAF) that matches European that matches European requirements and in the country best practices. requirements and in the country best practices.

Romanian quality assurance and Romanian quality assurance and improvement policy and legal improvement policy and legal framework – milestonesframework – milestones

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Romanian quality assurance and Romanian quality assurance and improvement policy and institutional improvement policy and institutional framework framework

The Quality Law stipulates the set up of two The Quality Law stipulates the set up of two National Agencies for QA, one for higher National Agencies for QA, one for higher education (ARACIS) and one for pre-university education (ARACIS) and one for pre-university education, including TVET (ARACIP). education, including TVET (ARACIP).

QA methodologies and external evaluations are QA methodologies and external evaluations are the main tasks of the two agencies. Accreditation the main tasks of the two agencies. Accreditation structures are included.structures are included.

The National Centre for TVET Development The National Centre for TVET Development (CNDIPT) is ensuring the TVET specificity and is (CNDIPT) is ensuring the TVET specificity and is organising support programmes for actors organising support programmes for actors empowerment and institutional capacity buildingempowerment and institutional capacity building

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All education providers are required by Law to All education providers are required by Law to establish an internal establish an internal Quality Assurance and Evaluation Quality Assurance and Evaluation Committee. Committee.

Developing QA strategy and conducting annual self-Developing QA strategy and conducting annual self-assessment are the main responsibilities of the QAE assessment are the main responsibilities of the QAE Committee. Committee.

Annual self–assessment is mandatory for all schools. Annual self–assessment is mandatory for all schools. School Action PlanSchool Action Plan is representing the institutional is representing the institutional quality improvement instrument based on the self-quality improvement instrument based on the self-assessment results, internal monitoring and, where assessment results, internal monitoring and, where applicable will consider external monitoring applicable will consider external monitoring (inspection) and external evaluations (inspection) and external evaluations recommendation recommendation

Romanian quality assurance and Romanian quality assurance and improvement policy– improvement policy– institutions and institutions and roles roles

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EQARF - at system EQARF - at system level in Romanialevel in Romania the four elements of the quality the four elements of the quality

circle (Planning, Implementation, circle (Planning, Implementation, Evaluation, Review) Evaluation, Review)

the methodology is based on self the methodology is based on self evaluation done by the MoEevaluation done by the MoE

Specific targets are related to Specific targets are related to European indicators and European indicators and benchmarksbenchmarks

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Quality Approach: choices Quality Approach: choices to to be be mademade1. Purpose: development vs. accountability1. Purpose: development vs. accountability

2. Voluntary vs. obligatory quality 2. Voluntary vs. obligatory quality assuranceassurance

3. Involvement of Stakeholders3. Involvement of Stakeholders

4. Internal vs. External evaluation4. Internal vs. External evaluation

5. Transparency: more vs. less openness5. Transparency: more vs. less openness

6. Monitoring: Input? Process? 6. Monitoring: Input? Process? Output/outcomes?Output/outcomes?

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Choices in RomaniaChoices in Romania

1. Strong focus on development, but 1. Strong focus on development, but accountability included accountability included

2. Quality assurance obligatory2. Quality assurance obligatory

3. Defined roles for Stakeholders3. Defined roles for Stakeholders

4. Self-evaluation in combination with4. Self-evaluation in combination with

external evaluation and monitoringexternal evaluation and monitoring

5. Transparency/openness based on a legislation5. Transparency/openness based on a legislation

6. Monitoring: focus more on Output/outcomes6. Monitoring: focus more on Output/outcomes

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VET SchoolSelf-assessment

Internal monitoring

School inspectorateExternal monitoring / inspection(validation of the self-assessment report)

ARACIPMethodologies elaborationAccreditationExternal evaluation

CNDIPTTVET specificity in methodologiesSupport programmes for capacity building

SAPSAPSAP

MoEReports on findings and recommendations for improvement

Government Approves the methodologiesand benchmarks

3333VET Schools

School inspectorate

MoERY

CNDIPT

Government

ARACIP

Parliament

European Union

NAQ

External evaluation

Quality management at VET system level: institutions

Self assessment

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Romanian quality assurance and Romanian quality assurance and improvement policies – basic principlesimprovement policies – basic principles

It was agreed that quality becomes explicit It was agreed that quality becomes explicit while evaluated against the following while evaluated against the following elements, which are applicable to both elements, which are applicable to both systems and providers:systems and providers:

Conformity (through Conformity (through standardization).standardization).

External review &assessment External review &assessment (through experts’ statement).(through experts’ statement).

Achievement (through Achievement (through benchmarking).benchmarking).

Trust (by open self-assessment).Trust (by open self-assessment).

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Policies and measures as well as accreditation Policies and measures as well as accreditation procedures outline the procedures outline the ConformityConformity..

External reviewExternal review partially implemented mainly for partially implemented mainly for aims of accreditation. Implementation fully aims of accreditation. Implementation fully achieved in case of Phare TVET schools.achieved in case of Phare TVET schools.

BenchmarkingBenchmarking not yet implemented, current not yet implemented, current hierarchies are based on “excellence”, hierarchies are based on “excellence”, methodologies and instruments recently methodologies and instruments recently approved after three years of debates. approved after three years of debates.

TrustTrust is building based on self–assessment, but is building based on self–assessment, but somehow undermined by preoccupations for somehow undermined by preoccupations for ranking. ranking.

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Elements of conformity in initial Elements of conformity in initial training (TVET)training (TVET)

Curricular standards (National Core Curricular standards (National Core Curriculum, Training and Occupational Curriculum, Training and Occupational Standards validated by Sectoral Standards validated by Sectoral committees).committees).

External national exams. External national exams. Participation of employers in the Participation of employers in the

certification exams. certification exams. Accreditation of schools programmes (by Accreditation of schools programmes (by

ARACIP)ARACIP) School inspection as external monitoring School inspection as external monitoring External evaluation External evaluation

Elements of conformity in adult trainingElements of conformity in adult training

Training and Occupational standards.

Authorization of adult training providers (by county tripartite committees).

External exams for assessment and certification of competences.


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Romanian TVET QAI at system level and school Romanian TVET QAI at system level and school level: evidence production for policy makinglevel: evidence production for policy making

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Quality of policy Quality of policy making making

Evidence Based Policy MakingEvidence Based Policy Making– The key benefit of evidence-based policymaking The key benefit of evidence-based policymaking

is better policy. is better policy. policy decisions could be driven by inertia or by short-policy decisions could be driven by inertia or by short-

term political pressures term political pressures

Measuring progress is instrumental for Measuring progress is instrumental for policy-making. Countries that benefit policy-making. Countries that benefit from reliable statistics know where from reliable statistics know where they stand, their capabilities and they stand, their capabilities and limitations; but most importantly, they limitations; but most importantly, they know where they are going, and how to know where they are going, and how to get there.get there.

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Quality of policy Quality of policy makingmaking

Forward LookingForward Looking - Defining policy outcomes and - Defining policy outcomes and taking a long term view taking a long term view

Outward LookingOutward Looking - Taking account of the national, - Taking account of the national, European and international situation; learning from European and international situation; learning from the experience of other countries; recognising the experience of other countries; recognising regional variations. regional variations.

Innovative, FlexibleInnovative, Flexible - Questioning established ways - Questioning established ways of dealing with things, encouraging new and of dealing with things, encouraging new and creative ideas, identifying and managing risk. creative ideas, identifying and managing risk.

Joined UpJoined Up - Looking beyond institutional boundaries; - Looking beyond institutional boundaries; setting cross-cutting objectives; defining and setting cross-cutting objectives; defining and communicating joint working arrangements across communicating joint working arrangements across departments; ensuring that implementation is part departments; ensuring that implementation is part of the policy process. of the policy process.

InclusiveInclusive - Consulting those responsible for - Consulting those responsible for implementation and those affected by the policy; implementation and those affected by the policy; carrying out an impact assessment carrying out an impact assessment

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Quality of policy Quality of policy makingmaking

Evidence basedEvidence based - Basing policy decisions and - Basing policy decisions and advice upon the best available evidence from a advice upon the best available evidence from a wide range of sources; ensuring that evidence is wide range of sources; ensuring that evidence is available in an accessible and meaningful form. available in an accessible and meaningful form. Evidence is including stakeholder opinion Evidence is including stakeholder opinion

EvaluatedEvaluated - Systematic evaluation of the - Systematic evaluation of the effectiveness of policy is built into the policy effectiveness of policy is built into the policy making process. making process.

ReviewsReviews - Existing/established policy is - Existing/established policy is constantly reviewed to ensure it is really dealing constantly reviewed to ensure it is really dealing with problems it was designed to solve. with problems it was designed to solve.

Lessons learnedLessons learned - Learning from experience of - Learning from experience of what works and what does not what works and what does not

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Quality assurance and improvement Quality assurance and improvement (QAI)– lessons learned(QAI)– lessons learned

Stakeholder involvement is a criterion for high Stakeholder involvement is a criterion for high quality evaluation and high quality resultsquality evaluation and high quality results

Major gaps between advanced pilot schools and Major gaps between advanced pilot schools and the rest of the educational system. Clustering the rest of the educational system. Clustering and regional inter-assistance become crucial.and regional inter-assistance become crucial.

Policy and guidance will create consistency in Policy and guidance will create consistency in approach (school networking, peer learning and approach (school networking, peer learning and assistance in monitoring and evaluation of self assistance in monitoring and evaluation of self assessment and inspection are the best assessment and inspection are the best valued).valued).

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What’ s next?What’ s next?

Role distributions, authority, responsibility and Role distributions, authority, responsibility and accountability of institutions – coordination of accountability of institutions – coordination of all institutions acting in quality all institutions acting in quality

Support programme to be implementedSupport programme to be implemented

Improvement of the school performance to be Improvement of the school performance to be secured as main goal in favour of evidence secured as main goal in favour of evidence collection collection

Status of QA actors to be recognised (i.e. Status of QA actors to be recognised (i.e. members of the QAE Committee)members of the QAE Committee)

Data base development at national level for Data base development at national level for including the school performance evidences in including the school performance evidences in view of benchmarking view of benchmarking

Good practices dissemination at local, regional Good practices dissemination at local, regional and national leveland national level

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3. Instead of recommendations3. Instead of recommendations

Quality assurance is an umbrella-process and Quality assurance is an umbrella-process and should be holistically approached. should be holistically approached.

Coherency of quality assurance Coherency of quality assurance models/approaches should be observed for all models/approaches should be observed for all VET providers, CVET included.VET providers, CVET included.

Legal framework and instruments are needed Legal framework and instruments are needed but not enough for securing the success.but not enough for securing the success.

QAI is a long term construction: All schools are QAI is a long term construction: All schools are most vulnerable when the public demands most vulnerable when the public demands quick change, rather than exercising the quick change, rather than exercising the patience to implement sustainable change.patience to implement sustainable change.

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3. Instead of recommendations3. Instead of recommendations

QA should be implemented in view of QA should be implemented in view of improving learning and not only for improving learning and not only for improving business and the running of improving business and the running of institutions. It is applicable and practicable institutions. It is applicable and practicable also for the classroom also for the classroom

Secure commitment through motivation and Secure commitment through motivation and relevant resource allocation. Quality is relevant resource allocation. Quality is expensive since is requiring compliance of expensive since is requiring compliance of learning conditions, and is giving long term learning conditions, and is giving long term return.return.

Celebrate success! Celebrate success!

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Quality is never an accident!

Thank you for your attention!

www.tvet.ro

Tel: 0040 21 311 11 62Fax: 0040 21 312 54 98

Email [email protected]

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Roles distribution in some of the TVET Roles distribution in some of the TVET functionsfunctions

TVETTVETfunctionsfunctions

MoERMoER SDCSDC MoLMoL Sect.Sect.Com./Com./Valid. Valid. ComCom

RDBRDB Cons.Cons.Reg.Reg.

SchoolSchoolInsp.Insp.

LCDLCD LocalLocalAdmin.Admin.

Enter-Enter-priseprise

TVETTVETSchoolSchool

QualificationQualificationProposalProposalvalidationvalidation

PP CC PP DD PP PP PP

CurriculumCurriculumCoreCoreSBC/LDCSBC/LDC

DD CC CC CCCC

CCCC

DD DD

AssessmentAssessmentCertificationCertification

DDDD

CC DD CC CCRR

DDRR

Company-based Company-based training/training/

Work Work based learningbased learning

PP PP DD DD

Training of Training of trainerstrainers

DD DD DD CC DD DD

TVET schoolsTVET schoolsGoverning bodyGoverning body

MM MM MM

TVET financingTVET financing DD CC DD SS EE

TVETTVETplanningplanning

DD CC DD CC DD CC PP PP

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1.2.2. Roles distribution in some of the 1.2.2. Roles distribution in some of the

TVET functionsTVET functions

MoERMoER Ministry of Education and ResearchMinistry of Education and Research CC consultationconsultation

SDCSDC Social Dialogue Commission of MoE and of the MoLSocial Dialogue Commission of MoE and of the MoL DD decisiondecision

MoLMoL Ministry of Labour, Social Solidarity and FamilyMinistry of Labour, Social Solidarity and Family EE Extra-budget fundsExtra-budget funds

Sect ComSect Com Sectoral CommitteeSectoral Committee MM membersmembers

Valid ComValid Com Validation CommissionValidation Commission PP proposepropose

RDBRDB Regional Development BoardRegional Development Board RR Represented by evaluatorsRepresented by evaluators

Reg ConsReg Cons Regional Consortia (consultative body of RDB)Regional Consortia (consultative body of RDB) SS scholarshipsscholarships

School InspSchool Insp County School InspectorateCounty School Inspectorate

LCDLCD Local Committee for Development of Social Partnership in TVET Local Committee for Development of Social Partnership in TVET (consultative body of School Insp)(consultative body of School Insp)

SBCSBC School based curriculumSchool based curriculum

LDCLDC Local Development CurriculumLocal Development Curriculum

Abbreviations

roma nia the ministr y of education, research and youth

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