Title Learning Outcomes in Quality in Education and Training
Project Number 2012-1-PL1-LEO05-27444
Product Development of Competence Profile
Title Development of Competence Profile
Product Type others
Marketing Text The competence profile of the quality manager of a VET intitution was developed defining the skills, knowledge and qualifications that quality manager should be characterized by.
Description The competence profile of the quality manager of a VET intitution was developed defining the skills, knowledge and qualifications that quality manager should be characterized by.
Target group VET managers, Quality managers in VET, experts
What is outlined here applies to all sectors of education and, therefore, to teachers in formal education as well as to trainers in other sectors of education. Similarly, “teaching/training” is used in this context.
On the other hand, there are aspects for which quality can be described and measured, i.e. aspects related to the organization of learning processes.
The scope of this document did not provide for an extensive research on quality
concepts in education in general but on vocational education and training.
There is a general and frequent demand for quality criteria in education at large in
Europe, but so far only few quality concepts seem to have been established in a
What could be found are:
European quality standards for vocational education and training and European quality assurance standards for higher education, as well as a Recommendation of the European Parliament and the Council on further European cooperation in quality assurance in higher education (2006).
In addition there are some quality standard schemes for specific areas, sectors and aspects of education in specific countries or regions, i.e. for adult education, vocational education and training, E-learning/online courses, distance education, equal opportunities in education, competence assessment etc.
Also to be found are numerous quality standard schemes defined and applied by specific institutions and organizations with respect to their own activities, where each institution/organization has its own standards.
The reviewed concepts and schemes show that quality in education needs to be considered at three levels:
1. The macro-level, meaning the level of educational systems and policies at regional, national and European levels.
2. The meso-level, meaning the level of individual educational institutions and organizations.
3. The micro-level, meaning the level of the teaching-learning processes.
With respect to the structures of quality concepts and schemes the following main models could be found:
1. Quality of structures (also referred to as “quality of context”): general conditions under which educational institutions and organizations are working (legal, organizational and social context); human resources, including competences of teachers/trainers and training of staff; educational, financial, infrastructure, technical and other resources etc.
2. Quality of processes: the way in which educational organizations try to achieve their objectives – selection, design and organization of contents and methods, consideration of the learners’ needs, guidance of learners, relation between teachers/trainers and learners etc.
3. Quality of outcomes and impact: the impact of the educational processes, such as the acquisition and development of knowledge, competences, motivation, attitudes, values etc. as well as the capacity, motivation and commitment to apply the competences acquired in future learning and work (see Gruber, E./Schlögl, P.: 2007).
The second model is structured according to the chronology of an educational activity:
1. Input-Quality: an explicit and justified concept, planning which is based on needs, learner-oriented, research-grounded and ensuring accessibility, a transparent offer.
2. Throughput-Quality: an infrastructure which is adequate for the intended learning process and which provides the necessary services, professional staff with subject-specific and pedagogic competence; didactics which are motivating, adequate for the learners, experience-and activity-oriented, and providing for reflective learning;
3. Output-quality: achievement and applicability of learning objectives, satisfaction with competences acquired, professional development and context, personal development (see Arnold, R.: 1997).
Quality criteria and standards for non-formal education and training
Although there are only few explicit and comprehensive concepts or schemes of quality criteria and standards in non-formal education and training: Quality criteria and standards are already used in non-formal education, sometimes explicitly, more often in a fragmented way, and often implicitly. In order to contribute to quality in the non-formal education and training sector they need to be made transparent and organized in a systematic, coherent and applicable way, the difficulty being that they are partly relative, context- and situation-dependent and sometimes difficult or not measurable.
Some proposals and concepts for quality criteria and standards have been formulated in the context of European-level non-formal education and training in the youth field (see also European Commission and Council of Europe: 2001, 2003; Council of Europe: 2007).
Factors which obviously have an impact on quality aspects described above are:
• the context of the educational activity;
• the relevance of the learning objectives with respect to the needs of society and the learners;
• the implementation of the activity (including preparation and follow-up) by organizers and teachers/trainers, in both educational and organizational terms, including the provision of adequate resources;
• the format of the activity (duration and pacing, location, teaching/training/learning modalities, number of teachers/trainers and learners etc.);
• the pedagogic approach and principles;
• the pedagogic design (program/curriculum which describes methodology, methods and the “learning architecture” – learning sites and learning activities including their timing and sequencing – with respect to content/learning objectives, learners and teachers/trainers)
• the learning setting (learning spaces, infra-structure, equipment, support)
• the relationship between learners and teachers/trainers
• the follow-up and evaluation of the activity (for future developments)
Area of application VET intitutions
Product Languages English