Network's work on Complementing EQAVET

EQAVET+ approach - Complementing EQAVET

EQAVET's Network work on Complementing EQAVET:

Since the introduction of the EQAVET Recommendation there has been an increasing emphasis on the importance of work-based learning; learning outcomes; pedagogy which focuses on meeting the needs of individual learners; and the opportunity for learners to demonstrate their achievement through a wider range of learning contexts including the recognition of achievement through non-formal and informal learning.

In this changing environment, the EQAVET Network believes more work is needed to ensure these developments are embedded in the EQAVET-aligned approaches being used at both the system and VET provider levels.

Between 2015 and 2017, the EQAVET Network reflected on the need to be more explicit about the importance of these aspects of training/learning; and suggested an EQAVET+ approach that complements the EQAVET Recommendation and help Member States to further strengthen their quality assurance approaches in line with EQAVET.

Click here to view participants of this work.

EQAVET+ indicative descriptors 

The Network's work on EQAVET+ adds information on the Annex I of the EQAVET Recommendation, i.e. related to the indicative descriptors.

The additions comment on how to apply each stage of the quality assurance cycle to these aspects of training/learning. In some cases, the addition simply add further information to the existing EQAVET indicative descriptors; in others, new indicative descriptors are offered. The additions have been integrated in the text of the Recommendation for information purposes only. To ensure clarity between the Recommendation and the complementary text from the EQAVET Network, all the additions are written in red and highlighted.
 
The EQAVET+ indicative descriptors aim to support Member States, as they deem appropriate, when implementing the EQAVET Framework. They can also be applied to school based provision; apprenticeships, lifelong learning programmes, in-company training, and non-formal and informal learning. The Network invites the EQAVET National Reference Points and other users of the EQAVET Recommendation to use the EQAVET+ indicative descriptors to support quality assurance in their context and taking account of their circumstances.

Quality Criteria


Indicative descriptors at VET
-system level

See case studies and more information here

Indicative descriptors at VET
-provider level

See case studies and more information here

Planning reflects a strategic vision shared by the relevant stake­ holders and includes explicit goals/objectives, actions and indicators

Goals/objectives of VET are described for the medium and long terms, and linked to European goals

Social partners and all other relevant stakeholders participate in setting VET goals and objectives at the different levels

Targets are established and monitored through specific indicators (success criteria)

Mechanisms and procedures have been established to identify the training needs of the labour market and society

An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/ regional data protection requirements

Standards and guidelines for recognition, validation and certification of competences of individuals have been defined

VET qualifications are described using learning outcomes

Mechanisms are established for the quality assurance of the design, assessment, certification and review of qualifications

European, national and regional VET policy goals/objectives are reflected in the local targets set by the VET providers

Explicit goals/objectives and targets are set and monitored, and programmes are designed to meet them

Ongoing consultation with social partners and all other relevant stakeholders takes place to identify specific local/ individual needs

Responsibilities in quality management and development have been explicitly allocated

There is an early involvement of staff in planning, including with regard to quality development

Providers plan cooperative initiatives with other VET providers  and all other relevant stakeholders

The relevant stakeholders participate in the process of analysing local needs

VET providers have an explicit and transparent quality assurance system in place

Quality Criteria

Indicative descriptors at VET
-system level

See case studies and more information here

Indicative descriptors at VET
-provider level

See case studies and more information here

Implementation plans are devised in consultation with stakeholders and include explicit principles

Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels

Implementation plans include consideration of the resources required, the capacity of the users and the tools and guidelines needed for support

Guidelines and standards have been devised for implementation at different levels. These guidelines and standards include assessment, validation and certification of qualifications

Implementation plans include specific support towards the training of teachers and trainers

VET providers’ responsibilities in the implementation process are explicitly described and made transparent

A national and/or regional quality assurance framework has been devised and includes guidelines and quality standards at VET- provider level to promote continuous improvement and self-regulation

Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans

Relevant and inclusive partnerships, including those between teachers and trainers, are explicitly supported to implement the actions planned

The strategic plan for staff competence development specifies the need for training for teachers and trainers

Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance

VET providers’ programmes enable learners to meet the expected learning outcomes and become involved in the learning process

VET providers respond to the learning needs of individuals by using approaches to pedagogy and assessment which enable learners to achieve the expected learning outcomes

VET providers use valid, accurate and reliable methods to assess individuals’ learning outcomes

Quality Criteria

Indicative descriptors at VET
-system level

Indicative descriptors at VET
-provider level

See case studies and more information here

Evaluation of outcomes and processes is regularly carried out and

supported by measurement

A methodology for evaluation has been devised, covering internal and external evaluation

Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described

The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector

Systems are subject to self-evaluation, internal and external review, as appropriate

Early warning systems are implemented

Performance indicators are applied

Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement. Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics

Self-assessment/self-evaluation is periodically carried out under national and regional regulations/frameworks or at the initiative of VET providers

Evaluation and review covers processes and results/outcomes of education including the assessment of learner satisfaction as well as staff performance and satisfaction

Evaluation and review the collection and use of data, and adequate and effective mechanisms to involve internal and external stakeholders

Early warning systems are implemented

Quality Criteria

Indicative descriptors at VET
-system level

See case studies and more information here

Indicative descriptors at VET
-provider level

See case studies and more information here

Review

Procedures, mechanisms and instruments for undertaking reviews are defined and used to improve the quality of provision at all levels

Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly

Information on the outcomes of evaluation is made publicly available

Learners’ feedback is gathered on their individual learning experience and on the learning and teaching environment. Together with teachers’, trainers'  and all other relevant stakeholders’ feedback this is used to inform further actions

Information on the outcomes of the review is widely and publicly available

Procedures on feedback and review are part of a strategic learning process in the organisation, support the development of high quality provision, and improve opportunities for learners.

Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place