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Evaluating the quality of education and learning in Tampere College

Evaluating the quality of education and learning in Tampere College. Hannu Salakari, Tampere College Manresa, 23 May 2006. Different levels of quality measurement. 1. Quality criteria by state 2. Quality criteria by City of Tampere 3. Our own definition. Quality criteria by state.

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Evaluating the quality of education and learning in Tampere College

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  1. Evaluating the quality of education and learning in Tampere College Hannu Salakari, Tampere College Manresa, 23 May 2006

  2. Different levels of quality measurement • 1. Quality criteria by state • 2. Quality criteria by City of Tampere • 3. Our own definition

  3. Quality criteria by state • Form guidelines for quality development • The basis for overall quality evaluation • Performance-based financing: • Weights of measures:

  4. Quality criteria by state, weights • Placement in employment (40 %) • The further education measure (15 %) • The retention measure (15 %) • The graduation measure (13 %) • The teacher qualification measure (11 %) • The staff development measure (6 %) > Affect on financing of educational establishments

  5. Quality and pedagogical goals by City of Tampere • Based mainly on state criteria: • 1. Teacher qualification measure • 80 % have permanent posts • 15 % are other teachers • 2. Retention measure • Average in Finland 12-13% • The goal for Tampere College 8 % • 3. Studies organised with high schools • 900 students must participate/year

  6. Quality and pedagogical goals by City of Tampere • 4. 90 % of graduated learners get a job or continue their studies • 5. In addition, the quality criteria of state are applied as quality indicators The results are measured by means of balanced scorecard method

  7. How do we evaluate the quality of learning and education in Tampere College? • Mainly based on the criteria mentioned earlier • Our quality system is a mixture of ISO 9000 standard and EFQM • Definition of processes • Inputs, outputs and responsibilities are defined • Customer satisfaction is important • Quality system describes how the college functions and offers the basis for continuous development • Students give feedback by INKA system • Feedback via Internet • Staff • Self evaluation • feedback in atmosphere questionnaires • statistics • Work placement organisations give feedback by eg. On-the-job learning feedback system

  8. Questions: • What is quality? Fitness for purpose? • The quality criteria rather serve as tool for administration, they are quantitative • Learning goals of curricula are mainly qualitative • How do the quality criteria really measure the main goal, learning and professional development? • If the learning goals of curricula are attained, and the quality criteria of state and city are fulfilled, we can be happy • More emphasis in the future: how we manage to serve the needs of different employers in their needs of labour force

  9. A theoretical approach to quality of education and training (Reigeluth 1999) • Effectivity • Efficiency • Appeal • Our quality reflects the criteria

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