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IDEC to participate in the 1st QALLL conference

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(2 votes)

QALLL Lifelong Learning project logoIDEC has been invited to participate in the 1st conference of the QALLL thematic network project. QALLL stands for "Quality Assurance in Lifelong Learning" and is a EU funded project that is being implemented by 15 National Agencies for Lifelong Learning, led by the Austrian National Agency.

The conference titled "Reaching Excellence" will focus on Quality assurance in vocational education & training (VET) and adult education (AE) and will take place on the 24th of March in Bled, Slovenia.

IDEC will participate as promoter of the project "EQUAL - Evaluation and Quality Assurance in Adult Education", which was selected by QALL partners as a good practice example in the theme of Quality Assurance.

Have a look at QALLL website and browse through the selected projects, it is worth checking them out!

We will be looking forward to also seeing the recommendations that will be produced by QALL network later on 2011 and 2012.

Les référentiels qualité sont-ils conciliables ?

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(2 votes)

Les responsables d’organismes de formation en France sont amenés à faire un choix :

  • une approche qualité basée sur la conformité produit,(OPQF,NF services)
  • ou une approche qualité basée sur une approche systémique (ISO)

Laquelle choisir ? Comment combiner les deux approches ? Est-ce vraiment un choix ou les deux approches sont elles conciliables.

Elles sont conciliables à condition de mettre nécessairement en place une cartographie des processus de son organisme avant tout. Ensuite, l’amélioration continue et l’application du PDCA permet de maîtriser la qualité sur chacun des processus sur le système tout entier.Il convient dès lors de ce concentrer sur la qualité produits et les interfaces processus qui l’impact en leur appliquant le PDCA.

Le PDCA l’approche qualité la plus simple et la plus efficace ?

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(2 votes)

Tout le monde connait le PDCA (Planifier, déployer, contrôler, Améliorer) autrement dit PDCA (préparer, mettre en place, vérifier, corriger).

On peut appliquer sur un défaut trouvé dans le déroulement d’une formation Le PDCA ; auquel cas, nous sommes à l’étape C et l’on doit trouver les causes racines qui vont diminuer voire supprimer le défaut et ce de manière documentée, c'est-à-dire en gardant une trace des actions et en contrôlant l’amélioration constatée en l’enregistrant. Ceci appliqué de manière stricte permet sur quelques mois un travail très efficace sur les priorités que l’on s’est donné. L’enjeu et la difficulté n à la rigueur avec laquelle on applique cette mthode pourtant très simple.

Car ce qui fait défaut souvent ce n’est pas la méthode ce sont la volonté et la détermination !

BEQUAL at Employment Week 2010

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(14 votes)

Employment week 2010 logoBEQUAL team will be attending the 2010 Employment Week that will take place on 24 and 25 of November 2010 in Brussels.

Join us at our stand (No. 35) to have a discussion about the benefits of benchmarking, CQAF and other VET related topics! Partners from Germany, Greece, France, Spain, Romania and Switzerland will be there to share their opinions with you and demonstrate the BEQUAL portal.

You are also invited to the BEQUAL presentation that will take palce on Thursday 25th November from 14:15 till 14:45.

La qualité en Formation : pourquoi pas? Oui, mais...

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(6 votes)

Souvent on se demande ce que peut être une politique qualité en Formation.Prenons un exemple  dans n'importe quel groupe d'élèves ou de stagiaires.

Quels peuvent être les objectifs qualité du responsable pédagogique de la classe (encore faut il qu'il en existe un)?

Prenons quelques exemples:

-100% des la classe doit répondre  au questionnaire d'évaluation avec des notes supérieures à la moyenne.

-70% de la classe doit  répondre au questionnaire d'évaluation avec des notes supérieures à la moyenne.

- La note moyenne de la classe doit être supérieure à la moyenne

-Toutes les notes de la classe quelles que soient les matières doivent être supérieures à la moyenne

etc.

On voit que tant que l'on n'a pas défini de manière précise des objectifs qualité, l'organisation pédagogique, les pratiques pédagogiques des formateurs ou professeurs ne peuvent pas être définies.Soit, ces derniers  s'occupent des 20% de meilleurs et la classe suit tranquillement avec les derniers qui de toute manière sont abandonnés ; car ils ne renvoient pas une image positive de la matière au formateur; soit les professeurs se concentrent sur les élèves les plus en retard pour arriver à faire avancer le groupe dans sa totalité vers le minimum requis par les objectifs.la cohésion du groupe étant à ce prix.

D'autres objectifs sont possibles dans un tout autre esprit !

-30% de la classe doit avoir des notes moyennes supérieures à la moyenne + 25%

-10% de la classe doit avoir des notes supérieures à un certain niveau pour intégrer une classe supérieure élitiste.

Dans un cas comme dans l'autre ,le comportement des professeurs diffère complètement.En l'absence d'objectif qualité affiché, chaque enseignant a sa propre politique qualité - bien souvent inconsciente - et met en place les méthodes qui le satisfont, lui sont le plus aisées et correspondent à sa personnalité  plus ou moins altruiste.

Commencer à chiffrer la qualité dans l'enseignement est nécessaire, mais un défi certain au métier !

Il en est de même pour les  formations qui doivent déboucher sur un emploi!

-100% des stagiaires placés en contrat de travail à 6 mois exigent des efforts et des performances qui sont complètement différentes  si on prend 80% de placementet que l'on accepte 70% ou 60% sans réaction !

L'objectif qualité pour la formation doit être chiffré et  directement lié au financement des  formations.

 

IDEC şi Managementul Calităţii.

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(5 votes)

În ultimii 15 ani ne-am ocupat de dezvoltarea Sistemelor de Management al Calităţii pentru companii. Am devenit o companie de vârf în acest sector şi am publicat 2 cărţi , singurele în limba greacă , care au fost cele mai bine vândute cărţi în domeniu. În 2002 am iniţiat proiectul european "Sisteme de Management al Calităţii Instruirii pentru IMM-uri", un proiect care a avut mult succes, şi în cadrul căruia am creat material de instruire în 8 limbi.

http://www.idec.gr/qms/.

In paralel am participat la proiectul Calitate on line coordonat de partenerul nostru, IFCIL

"Sistemele de Management al Calităţii Instruirii pentru IMM-uri" a fost utilizat pe scară largă de IMM-urile din multe ţări europene şi în acest moment este transferat prin linia Leonardo da Vinci de Transfer al Proiectelor de Inovare în proiectul "Sisteme de Management al Calităţii pentru Întreprinderile Mici ", condus de Fundaţia Ungariei pentru Promovarea Întreprinderilor, şi în proiectul Micul Comerţ Urban, condus de Municipalitatea oraşului Vila Real din Spania.

Preocupările noastre privind asigurarea calităţii în VET au fost o continuare naturală a muncii noastre din companii. In 2004, Asigurarea Calităţii în VETa devenit o prioritate în cadrul programului Leonardo da Vinci şi am început să lucrăm în acest domeniu. Experienţa noastră de dezvoltare a sistemelor de management al calităţii pentru centrele de instruire - clienţii noştri de pe piaţa Greciei , ne-a ajutat să achiziţionăm nu numai cunoştinţe teoretice în acest domeniu, ci şi experienţă practică de implementare a sistemelor calităţii.

În 2005, am iniţiat 2 proiecte privind Managementul Calităţii în educaţie şi instruire. Primul - Quality.net (http://idec.static.otenet.gr/quality-net) a avut ca obiectiv identificarea bunelor practici de calitate în proiectele europene din VET , în conformitate cu Cadrul Comun de Asigurare a Calităţii. Quality.net a fost co-finanţat de programul Leonardo da Vinci. Cel de-al 2-lea, EQUAL- Evaluarea şi Asigurarea Calităţii în Educaţia Adulţilor - finanţat de programul Socrates Grundtvig, a avut ca obiectiv dezvoltarea, testarea şi livrarea unui curs de 5 zile adresat managerilor şi managerilor de calitate din structurile educaţionale pentru adulţi http://www.qualityinlearning.net/

În 2007 am câştigat proiectul BEQUAL - Instrument de Benchmarking pentru asigurarea Calităţii în VET. În prezent ne concentrăm eforturile pentru succesul proiectului BEQUAL şi pentru crearea unei Comunităţi de Practici cu participarea părţilor interesate, a strategilor şi practicienilor. Sperăm că veţi participa şi dvs. la acest efort pentru un interes comun.

FLORIDA UNIVERSITY, awarded as "WISE COMPANY"

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(1 vote)

Florida College has been named winner of the first edition of Wise Business Award given by the Ministry of Social Welfare of the Valencian Community. This award is called in the context of equal opportunities policies of the Council and is an incentive for companies that establish equality plans to redress gender inequalities, incorporating innovative measures to realize equality in your organization and provide services that facilitate the reconciliation of work and family life of staff at your service.

For almost two years, Florida has been engaged in the implementation of its Equality and also advises other companies on how to do it.

The Plan has a duration of 3 years and the areas in which they are making a special attention is the area of access to employment, training area, area of job classification and promotion, remuneration area, area of occupational health, settlement area and working time management and communication area.

Florida College will once again be in the 2011 University Orientation Workshop is organized every year in Valencia. For over 30 years, the Orientation Workshop College has established itself as an indisputable reference point between the representatives of the Schools of Valencia, in the process of orientation training of its students.

UNIVERSITY and BUSINESS FORUM

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(1 vote)

Our colleague, Enrique Garcia has participated in an event of the University-Business Forum of the European Commission. A forum is held every year where experts gathered to give their views and views of how to foster innovative capabilities in business from the University. That is, how to transfer innovation from university to business and vice versa.

The forum deals with strategic issues, but formed small groups of experts, "operational arms" that try to summarize the issues specific strategies. One such issue was the innovativeness of enterprises, and in relation to it were invited to participate in Florida has been developing the project BINNOC (http://www.binnoc.net/) within the Erasmus Line, a project Collaboration University - Business.

Enrique Garcia and the hotel manager Gile in Vilnius, Lithuania (as a company that has participated in the project) attended the meeting, which were invited about 40 people across Europe.

Throughout the day's work was a process of reflection so that, with input from and present instruments can be incorporated in the policies of the future European programs that promote the transfer of knowledge in both directions.

Deutsche Weiterbildungsanbieter setzen auf Qualitätssicherung

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(0 votes)

Die Ergebnisse der wbmonitor-Umfrage des BIBB zeigen, dass die Weiterbildungsanbieter verstärkt in Qualitätssicherung investieren. "Formale Anerkennungen und Zulassungen erlangen eine immer größere Bedeutung, denn 85 % der Anbieter verfügen inzwischen über mindestens eine formale Anerkennung einer öffentlichen Stelle oder privaten Organisation.

Allein 43 % sind nach der Anerkennungs- und Zulassungsverordnung Weiterbildung (AZWV) der Bundesagentur für Arbeit für Maßnahmen nach dem Sozialgesetzbuch (SGB) III zertifiziert. Damit besitzt diese Anerkennungsform insgesamt gesehen die größte Reichweite. Es folgen Anerkennungen durch die Erwachsenen- oder Weiterbildungsgesetze der Bundesländer (39 %) und der Berufs- beziehungsweise Wirtschaftsverbände (35 %). 71 % der Weiterbildungsanbieter besitzen sogar zwei oder mehr verschiedene formale Anerkennungen. Voraussetzung für eine Anerkennung ist häufig der Nachweis eines Qualitätsmanagementsystems. Dabei hat die DIN EN ISO 9000 ff. deutlich die Nase vorn: Mehr als ein Drittel der Weiterbildungsanbieter sind nach dieser Norm zertifiziert."

Quality analysis becomes obligatory for VET schools in the state of Northrine-Westfalia

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(2 votes)

Quality analysis has become obligatory for vocational schools in Northrhine-Westfalia. Quality analysis is an evaluation instrument, with is applied in 6 areas: 1) results of schools, 2) teaching, learning, instruction, 3) school culture, 4) leadership and school management, 5) professional skills of teachers, 6) objectives and strategy of school development. http://www.deqa-vet.de/de/1284.php

Q2E quality model shall support decentralisation of VET

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(2 votes)

The state of Mecklenburg-Vorpommern applies Q2E quality model, which shall support transformation from traditional VET schools to regional VET centers. The quality model in particular emphasises regional cooperation as a means of decentralisation. http://www.deqa-vet.de/de/1274.php

Pilotprojekt an der KU Eichstätt-Ingolstadt

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(1 vote)

Pilotprojekt zur Entwicklung und Sicherung von Schulqualität an der KU Eichstätt

Schon in der Lehrerausbildung ist es wichtig, Qualitätssicherung im schulischen Bereich auf den Lehrplan zu holen. Vor allem mit dem hintergrund zukünftige leitende Angestllte im Schuldienst auszubilden sollte es den Hochschulen ein Anliegen sein fachliche Kompentenzen zur Qualitätsentwicklung und -sicherung, u. a. durch Evaluationssysteme zu vermitteln, damit die Gruaduenten später ihr Wissen in die Selbstevaluation der eigenen Arbeitsstätte mit einbringen können.

An der Katholischen Universität Eichstätt-Ingolstadt wurde dazu ein Pilot-Projekt für die Lehramtsstudenten durchgeführt, das auf diese Weise auch für die Ausbildung von Lehrkräften in der beruflichen Bildung Motivation und Vorbild sein könnte. Dabei führten Lehramtsstudenten unter Leitung ihrer Dozenten Evaluationen an freiwilligen Partnerschulen durch. Die als "Organisations- und Entwicklungsdiagnose" bezeichnete Untersuchung hatte dabei besonders den Vorteil schnell und unkompliziert die Rahmenbedingungen an den Schulen zu identifizieren und zu analysieren. Die Evaluationen mit Datenerhebung und Nachbereitung waren sowohl für die Studenten, als auch für die teilnehmenden Bildungseinrichtungen ein Gewinn.

Ein Bericht zu diesem Projekt von Prof. Dr. Wolfgang Schönig findet sich unter folgendem Link:

http://www.ku-eichstaett.de/Fakultaeten/PPF/fachgebiete/Paedagogik/lehrstuehle/Schulpaed/Forschung/projekte/HF_sections/content/105931452788686

Auswahlbibliographie "Qualität in der Bildung"

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(1 vote)

Auswahlbibliographie "Qualität in der Bildung"

Das BIBB stellt kontinuierlich Veröffentlichungen zum Thema „Qualität in der beruflichen Bildung“ in einer Auswahlbibliographie zusammen.

Diese findet sich unter:

http://www.bibb.de/dokumente/pdf/a1bud_auswahlbibliographie-qualitaet.pdf

Auftaktsitzung DEQA-VET

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(1 vote)

Auftaktsitzung DEQA-VET

Die DEQA-VET-Internetseite stellt wichtige Reden und Referate der Auftaktveranstaltung vom 22.09.2009 zum Download bereit.

Arbeitsbereiche der Auftaktveranstaltung waren vier verschiedene Märkte:

Markt 1: Qualitätssicherung durch Lernortkooperationen

Markt 2: Qualitätssicherung in der betrieblichen Ausbildung

Markt 3: Die Rolle der Kammern bei der Qualitätssicherung in der beruflichen Bildung

Markt 4: Qualitätssicherung in der beruflichen Weiterbildung

Die jeweiligen Beiträge sind in digitalisierter Form auf folgender Seite zu finden:

http://www.deqa-vet.de/de/706.php

Good Practices DEQA-VET

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(2 votes)

Good Practices

DEQA-VET, German (Reference Point for) Quality Assurance in Vocational Education and Training – die deutsche Referenzstelle für Qualitätssicherung in der beruflichen Bildung, ist seit Herbst 2010 ein nationaler Vertreter im EQAVET-Netzwerk (europäische Organisation für Qualitätssicherung) und beim Bundesinstitut für Bildung angesiedelt (BIBB).

Das Ziel von DEQA-VET ist es, Akteure und Institutionen der beruflichen Bildung in Deutschland zu vernetzen und ist damit eine Anlauf- oder Servicestelle für Fragen zur Qualitätssicherung und –entwicklung in der beruflichen Bildung des deutschen Bildungssystems. Näheres unter dem Menüpunkt „Artikel“.

Die Website von DEQA-VET bietet u. a. Good Practices (auf Mikroebene z.B. Siemens)  in den verschiedenen Bundesländer, sowie andere Informationen.

Institut für Qualitätsentwicklung Hessen

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(1 vote)

Institut für Qualitätsentwicklung Hessen

Das Institut für Qualitätsentwicklung (IQ) des Bundesland Hessen, Deutschland, besteht seit 01.01.2005 und dient mit seiner Arbeit der Evaluation der Qualitätsentwicklung und Qualitätssicherung des Hessischen Bildungssystems. Um Eigenverantwortung zu stärken werden hier Qualitätskriterien überprüft, das Erreichen von Zielsetzungen beobachtet und die Basis für Datenerhebungen zum Qualitätsmanagement geschaffen. Da es sich um eine landeszugehörige Einrichtung handelt, wird hier besonderer Wert auf eine Verbesserung und Sicherung von Qualität im gesamten Bildungsbereich gelegt, durch die Evaluation seiner Akteure, der Bildungseinrichtungen, wozu auch Berufsschulen und Fortbildungsschulen gehören.

Durch die zur Verfügung gestellten Instrumente und Anleitungen, u. a. finden sich Anleitungen für erfolgreiche Evaluations-Fragebögen auf der Internetseite des IQ, soll zur eigenständigen Verbesserung und Selbstevaluation beigetragen werden.

Ein Produkt, der Hessische Referenzrahmen (2008), zeigt dabei die schulischen Qualitätsbereiche auf und erläutert die entsprechenden Qualitätskriterien, welche von den Einrichtungen erfüllt werden sollen.

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BEQUAL meets EFQUEL

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(6 votes)

End of June I attended the conference of the BEQUAL project in Piraeus in Greece. The conference centred on quality assurance in European training institutions, especially in initial and continuous Vocational Education Training (VET).  The conference included an introduction to the BEQUAL project, its tools and its portal, presentations on the ‘Common Quality Assurance Framework’ (CQAF) in VET, ISO 9001:2008 and the Greek ELOT 1433 standards. It also provided concise overviews on quality approaches in VET in six European countries.

Throughout the conference I was able to discover a lot of synergies and complementarities of the BEQUAL Benchmarking Tool with the ideas and approaches of QUALC (http://www.efquel.org/qualc). QUALC stands for ‘Quality Assurance Network for Adult Learning Centres’ and includes continuous Vocational Education Training (VET). QUALC developed a learner centred Handbook and a three staged quality recognition and assurance process for ‘Adult Learning Centres’ (ALC). Another interesting project in the area is SEVAQ+ (http://www.sevaq.eu). This project is focusing on the self-evaluation of quality in ‘Technology Enhanced Learning’ (TEL).  It might be finally interesting to build links between the BEQUAL project and the ‘European Foundation for Quality in eLearning’ (EFQUEL; http://www.efquel.org).The foundation serves as sustainable and proactive network and provides valuable services to persons and institutions interested in quality in (e-)Learning.

Thomas Fischer, Senior Researcher, Institute for Learning Innovation (ILI), Friedrich-Alexander-University Erlangen-Nuremberg

QUALIVET: A bottom-up approach to VET quality

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(9 votes)

In 2007 an interesting Leonardo project was completed by the ITB Bremen, referring to the "Quality Development and Quality Assurance with Labour Market Reference for the Vocational Education and Training System in the Metal Sector" (QUALIVET). The final report points out "VET institutions will be allowed in a short time to act with a high level of autonomy, yet they are not obliged in some countries to prove their ability to further develop that quality. VET institutions are increasingly supported by quality management systems. These have already proven that they are suitable for administration or industry; however they seem less qualified to be adopted for vocational and educational training purposes. While quality management systems such as ISO 9000:2005 or EFQM explicitly approach organisations they do not genuinely address the quality of learning offers." 

Following the finding that current quality management systems do not cover the needs of vocational education and training, and do not take in account the quality of learning offers the project developed a quality development system, covering quality indicators needed to assess the learning offers and methods to secure the implementation, use and success of this system, which shall support trainers to identify new quality demands that result from higher-ranking requirements, e.g. curricula.

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How can CQAF catch up with regional strategies of lifelong learning?

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(8 votes)

The 2nd transnational R3L+ workshop took place in Kaunas, Lithuania from 6th to 9th May 2010. On the occasion of the event the results of the first project phase were discussed, with particular regard to elaborating a common strategy at the development of quality assurance in learning regions / cities.

On Friday morning the results from field studies were presented by the research teams, followed by a lively feedback from the European partners. In the afternoon the role and importance of CQAF and EQARF were discussed  with a view to the different dimensions of the learning region / city, and the learning types associated. Based on the results the partners on the 2nd workshop day elaborated:

  • an analytical framework, describing fields and areas for the adoption of quality assurance mechanisms along with the characteristics of each learning region / city,
  • a common framework for quality assurance in learning regions and cities, starting from a triple-p bottomline (partnerships, participation, progress) and which will allow for the adoption of various quality models according to the different implementations of the learning regions / cities concept,
  • a first set of quality criteria, which during the next phase will be reviewed and further elaborated by the learning regions / cities linked to the project.

During the expert discussion it became obvious that the quality process models adopted in adult education on the one hand, and vocational educational and training (VET) on the other show certain differencies according to their different missions and delivery format. While CQAF was considered to be relevant for formalized learning, informal learning activities, which have a more central role in adult education were considered to require a distinct approach of quality assurance. Another distinction was made between educational activities on the micro level, covering educational programmes carried out through training organisations and the global learning strategy of a region or local community. The question was raised, if and how quality models such as CQAF can contribute to regional strategies of lifelong learning.

Asigurarea Calităţii în Regiunile de Învăţare

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(5 votes)

Săptămâna trecută am participat la un atelier de lucru transnaţional privind asigurarea calităţii în Regiunile de Învăţare, care a avut loc la universitatea Ludwig-Maxilimians din Munich. Cu ocazia acestui eveniment s-a discutat posibilitatea unor aplicaţii transversale ale Cadrului Comun de Asigurare a Calităţii, în vederea adoptării acestuia în mediile VET şi de educaţie a adulţilor care implică mai multe părţi interesate.


În ultimii ani, conceptul de Regiuni de Învăţare a fost adoptat pe scară largă în cadrul politicilor educaţionale europene. Totuşi, de-a lungul anilor, acest concept s-a extins şi a fost reflectat în diverse configuraţii de reţea. Datorită punctelor de plecare şi parcursurilor diferite, fiecare dintre acestea au creat cunoştinţe specifice domeniului respectiv, în domeniul construcţiei de capital social, privind buna guvernare şi construcţia instituţională, colaborarea cu părţile interesate, parteneriatele public-private şi cooperările transversale. Intenţia principală a proiectului este de a capitaliza această diversitate prin punerea împreună a actorilor din ţările respective pentru a le da posibilitatea să înveţe unii de la alţii şi pentru a elabora împreună un cadru comun al calităţii pentru dezvoltarea şi managementul programelor de învăţare cooperativă pentru furnizorii educaţionali, IMM-uri şi agenţii publice.

Obstacolele difuzării pe scară mai largă a conceptului de regiuni de învăţare derivă din faptul că nu există încă instrumente comune ale calităţii, care ar permite o cooperare mai susţinută şi bazată pe încrederea actorilor din educaţie. Proiectul va aborda îmbunătăţirea calităţii în educaţia adulţilor prin reflectarea bunelor practici din Regiunile de Învăţare în lumina Cadrului Comun de Asigurare a Calităţii (CQAF). Mai exact, proiectul va capitaliza bunele practici descoperite în Regiunile de Învăţare şi apoi va crea un set comun de metode şi instrumente ale calităţii care să asigure dezvoltarea, asigurarea şi îmbunătăţirea calităţii în reţelele de învăţare, în conformitate cu Cadrul Comun de Asigurare a Calităţii (CQAF).

În continuare, veţi găsi o vedere de ansamblu a proiectului şi a obiectivelor principale ale acestuia.

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