status quo & future of tqm in eto in italy
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Status Quo & Future of TQM in ETO in Italy. Beniamino Caputo Agfol sc SAETO Workshop Bolzano, September, 29., 2006. Summary. Structural characteristics of Education and Training System in Italy: some data Quality Systems: accreditation and certification Evolutionary perspectives. - PowerPoint PPT PresentationTRANSCRIPT
Status Quo & Future of TQM in ETO in Italy
Beniamino CaputoAgfol sc
SAETO Workshop Bolzano, September, 29., 2006
Saeto LdV pilot project
Summary
Structural characteristics of Education and
Training System in Italy: some data
Quality Systems: accreditation and
certification
Evolutionary perspectives
Saeto LdV pilot project
Structural characteristics ofEducation and Training System in Italy:
some data
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* Children may enter up to 8 monthsbefore reaching the age
(a) Postgraduate school / research doctorate(b) Masters(c) Regional post-qualification courses
Source: ISFOL.
(b)
Pre-primary school
Primary school
6
3*
14
Lower secondary school
Art
s ly
cée
Cla
ssic
al ly
cée
Eco
nom
ics
lycé
e
Lan
gua
ge l
ycée
Mus
ic ly
cée
Sci
entif
ic l
ycée
Tec
hnol
ogy
lycé
e
Hum
an s
cien
ces
lycé
e
Vocationaleducation and training
Training for Sta teexamination
First degree(c)
(e)
11
A
p p
r e
n t i
c e
s h
i p
(d)
Specialis t degree
(a)(b)
19
19*
Working world
The Italian education and training system as reformed (2003)
“Delegation in respect of general education standards and minimum servicelevels in education and vocational training”
(f)
0
1
2
3
5
6
ISCE D
4
29
Rig
ht/d
uty
to e
duca
tion
and
voc
atio
nal
trai
ning
IFTS (g)
6*
11*
14*
(d) Length is set by the employment contract; apprentices may be aged from 15to 18 for apprenticeship to complete compulsory education and trainingand from 18 to 29 for occupationally-based apprenticeship
(e) Entrance possible following accreditation of prior learning(f) Entrance possible by recognition of credits(g) IFTS – Higher technical education and training
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Le certificazioni SINCERT
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The structural characteristics
Every year in Italy approximately 1.600 training centres supply training activities financed by public funds (source: ISFOL).
Training agencies and their consortia in 2003 have represented approximately the 50% of the total supplying subjects.
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Quality Systems:
Accreditation and Certification
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Quality in educational services
The quality of educational services (“education”), as ability to satisfy associated needs, is the sum of a body of cognitive, scientific, technical and technological, organisational, procedural, relational and communication elements, in which the human variables play a crucial role, as: - direct human resources (teacher, supplier of the performance and pupil, customer of performance);
- indirect human resources (coordination and tutorship staff, pupils families),
who interact very strongly in the productive processes, much more than in other socio economical activities.
The importance of the indicator “satisfaction of the interested parties” (students, their families and the society in which the “well educated trained ” person is destined to become part).
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SINCERT certifications
The certifications of management systems issued by SINCERT – certificated productive sites, consolidated data to 31.05.2006 – are approximately:
- Quality management systems (ISO 9001) 103.300
- Quality management systems (according to other sectors) 1.700
- Environmental management systems (ISO 14001) 8.200
- Health and safety at work management systems (OHSAS 18001) 500
- Information security management systems (ISO 27001) 150
for total 113.850 certifications approximately.
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SINCERT certification - EA 37
The total number of SGQ certifications (certificated sites), issued to the 30/06/2006, under SINCERT accreditation in field EA 37, is approximately equal to 6.100.This total amount is divided, indicatively, into the different educational activities, conventionally attributed to the sector:-proper Schools ore institutes ( primary school, secondary school, university): 1500- Coordination structures (ex. Didactic directions): 100- Training institutions and agencies (vocational training, various courses): 1.650- Associations and Foundations (cultural activities, work promotion): 1.200- Other (training and related constituting secondary activity): 1.650
In the biennium 2004 – 2006, the increment of SGQ certifications in the field EA 37, has been of the 75 %. Such increment is approximately the double of the average increment of the total of the productive and service sectors (approximately 40 %).
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Rilevazione ISFOLLa certificazione delle Sedi formative
Le Sedi formative e la certificazione di classe ISO 1999-00 2000-01 2001-02 2002-03 Dichiarano di essere certificate 17,8 31,0 46,3 56,7 Hanno avviato le procedure necessarie 36,3 35,4 26,6 22,8 Totale 54,1 66,4 72,9 79,5
La ripartizione territoriale nel 2002-03 delle Sedi certificate Certificate Procedure avviate Totale Nord Ovest 81,9 4,9 86,8 Nord Est 55,7 19,8 75,5 Centro 30,2 49,8 80,0 Sud 47,5 24,4 71,9
Tipo di certificazione di classe ISO ottenuta 9001 - 1994 9001 - 2000 9002 Nord Ovest 3,4 94,2 2,4 Nord Est 6,7 90,5 2,8 Centro 2,8 92,6 4,6 Sud 8,5 87,2 4,3 Totale 4,9 92,0 3,1 Fonte: Quarta rilevazione sull'offerta di formazione professionale in Italia.
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Conference State - Regions of August, 1.st 2002
Conference State – Regions of February, 18.th 2000
Ministerial decree 166/01 (and enclosures)
Regional Law of Veneto, August, 9. 2002 no. 19
"Institution of the regional list of the accredited training
organisms"
The regional device of accreditation
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Definition of accreditation
Accreditation is an act with which the competent Public
Administration recognizes to an organism the possibility to propose
and to realize training – guidance initiatives financed by public
resources.
Accreditation is aimed to introduce quality standards by the local
actors of the vocational training system, according to objective
parameters, in order to realize public policies to support the
development of human resources in the reference territories (M.D. 166
of 2001).
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Guidance activity: the actions of information, training
and consulting, aimed to promote the self-guidance and
to support the definition of personal training and working
paths and of the work insertion.
Training activity: the actions of prequalification,
qualification, re-qualification, specialisation and up-
dating realised with systems that use methodologies in
presence and in distance.
The accreditation fields
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The operative training centres already in possession of the Quality System in compliance with the norm ISO 9001, or of equivalent systems recognized at European level, could be accredited with a procedure that foresees only the verify of the possession of some requirements and the check of the possession of the specific indicators not comprised in the quality system.
The Regions define the modalities of such control.
Relations between accreditation andQuality System certification
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Effects on training system 1
The first effect of the accreditation device has been a strong increase of the accredited or certified centres (ISO):
The 61% of the operative centres taken a census by ISFOL is accredited (865 on 1.415)
The 46% of the centres has an ISO certification (655)
The 27% have started ISO certification procedures (377)
(source: ISFOL Statistics on vocational training - 2003)
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Effects on training system 2
Regarding accreditation:
IN VENETO REGION, TO JULY 2006, ARE ACCREDITATED ABOUT
410 TRAINING ORGANISATIONS
On the total of the accredited centres:
More of the 50% is accredited both for training and for guidance
activities
About the 40% is accredited only for training
About the 2% is accredited only for guidance
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AIF (Italian Trainers Association) proposes to trainers a common model for the definition of the “professional quality in training according to the norm AIF”, described with reference to 4 principal profiles:
1. Training designer2. Project Manager3. Trainer / teacher4. Centre / Service Manager
Up to now AIF has 2.300 members in Italy and its pilot experience has brought to the certification of 105 professionals of training, of which the 80% is represented by trainers/teachers.
The pilot experience of AIF for the assessment of the professional quality in training
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Evolutionary perspectives
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First evolutionary line
Implementing new evaluation techniques and quality systems suitable to the evolution of indicators
From indicators of “teaching exposure”
To the indicators of “literacy”
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Second evolutionary line
Set up of a certification schema for professional figures
From the Quality Management systems
To the competences recognition systems
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Third evolutionary line
Adopting of sustainable paths of pedagogical quality of the training processes
From the Technical Quality
To the Pedagogical Quality
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Sources
Sincert “Quality in education sector, conformity certification and accreditation – Lorenzo Tione, June, 24. 2006 - www.sincert.it
The school in figures and The University in figures – Ministry of Education 2006 - www.istruzione.it
Statistics for the vocational training 2004 – ISFOL www.isfol.it
Paolo Trivellato, How change the indicators for the scholastic policies, University of Milan, Bicocca, 2004