ROMA NIA THE MINISTR Y OF EDUCATION, RESEARCH AND YOUTH

1. ROMANIA THE MINISTRY OF EDUCATION, RESEARCHAND YOUTH THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING DEVELOPMENT Spotlight on VET European approach to quality Policy and system in ROMANIA – elements of quality Dr. Madlen Serban Dushanbe, 27-29 October 2008 www.tvet.ro

2. Presentation outline • European approach to quality assurance and improvement • Spotlight on VET policy and system in Romania: elements of quality • Instead of recommendations

3. 1. EUROPEAN APPROACH TO QUALITY ASSURANCE and IMPROVEMENT

4. EUROPEAN APPROACH TO QUALITY: Policy objectives in the framework of Copenhagen process – Lisbon Agenda • Quality in VET is specified in terms of: • Increasing employability • Improving the match between demand and supply • Better access to life long learning

5. EUROPEAN APPROACH TO QUALITY: The EuropeanQualityAssurance Reference Framework • a framework with tools for action: • a flexible model • an appropriate methodology • monitoring • measurement tools

6. The European Quality Assurance Reference Framework A reference instrument to help Member States to promote and monitor continuous improvement of their Vocational Education and Training (VET) systems, based on European common references. The Framework should contribute to: • quality improvement in VET; • building mutual trust within national VET systems; • promote a borderless European lifelong learning area.

7. The European Quality Assurance Reference Framework • Forms part of a series of measures designed to support continuous improvement in the quality and governance of VET systems: • EQF, • ECVET • and principles of validation of non-formal and informal learning . • Voluntary system to be used by public authorities and bodies charged with quality assurance and improvement in VET.

8. The European Quality Assurance Reference Framework

9. The European Quality Assurance Reference Framework • Purpose and plan • Feedback and procedures for change • Implementation • Methodology • Self assessment • Assessment and evaluation

10. Model (Common Core Criteria) Gains Mutual Trust Transparency Credit Transfer Measurement (benchmarks and indicators) Methodology (Self Assessment) Monitoring (external) The European Quality Assurance Reference Framework • EQARF addresses both: • System level • Provider level

11. European context – EQARF

12. Mapping of VET system and the use of European Quality indicators

13. EQARF: the Quality Cycle and Indicators Indicator 1, 2Define goals and objectives Purpose And plan Methodology Feedback and procedures for Change Implementation Indicator 9, 10 Review Indicator 3, 7, 8 Coherent with goals Assessment and evaluation Indicator 4, 5, 6Collection and processing data; discuss results

14. The European Quality Assurance Reference Framework • A quality assurance cycle, including planning, implementation, evaluation and review of VET • A set of common quality criteria and indicative descriptors • A set of indicators • that fully respects the competence of Member States • Complementary to EQF, ECVET and principles of validation of non-formal and informal learning

15. Planning context • Lisbon Agenda - Lisbon Strategy in 2000 • Policy framework: • “Education and training 2010” and Lifelong Learning - including VET under Copenhagen process, within a lifelong learning perspective • Strategies for lifelong learning

16. Objectives • There are three overall objectives: • improving the quality and effectiveness of education and training systems; • facilitating access to education and training systems; and • opening up EU education and training systems to the wider world.

17. Targets (indicators and benchmarking) • Five EU-level benchmarks are set for 2010: • the average rate of early school leavers should be no more than 10%; • the total number of graduates in maths, science and technology should increase by at least 15%, while the gender imbalance in these subjects should be reduced; • 85% of 22 year olds should complete upper secondary education; • the number of low-achieving 15 year olds in reading, mathematical and science should half; and • the average participation of working adults population in lifelong learning should rise by at least 12.5%.

18. Monitoring • The Council and the Commission publish ajoint report on the overall progress made towards the objectivesevery two years.   • The Commission also publishes adetailed reportannually analysing the progress made to an agreed set of statistical indicators and benchmarks http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm

19. Working together • Networking – ENQA VET • Peer learning activities (by topics gathering interested countries or working groups for experts) • Peer reviews • Exchange of good practice

20. ROMANIA THE MINISTRY OF EDUCATION, RESEARCHAND YOUTH THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING DEVELOPMENT 2. Spotlight on TVET system and policy in ROMANIA – elements of quality www.tvet.ro

21. ROMANIA THE MINISTRY OF EDUCATION, RESEARCHAND YOUTH THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING DEVELOPMENT • VET is including: • initial VET named TVET • continuing VET named CVT • TVET is delivered through the formal education and training system and, in the near future, also through apprenticeship schemes by enterprises in cooperation with education and training providers www.tvet.ro

22. ROMANIA THE MINISTRY OF EDUCATION, RESEARCHAND YOUTH THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING DEVELOPMENT • Policies for TVET should be seen integrated: • within the overall national development context defined through the strategic papers referring to the economic and social development • within the education and training system – LLL perspective (secondary general education, HE, CVT) www.tvet.ro

23. ROMANIA THE MINISTRY OF EDUCATION, RESEARCHAND YOUTH THE NATIONAL CENTRE FOR TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING DEVELOPMENT • The System modernization has as MAJOR OBJECTIVE the development of a consolidated TVET systemin order: • to respond to the needs of a knowledge based society • to increase the employment rate and economic development • to increase the economic and social cohesion level • to develop democratic citizenship practice www.tvet.ro

24. ROMANIA MINISTRY OF EDUCATION, RESEARCH AND YOUTH NATIONAL CENTRE FOR VOCATIONAL EDUCATIONAND TRAINING DEVELOPMENT • TVET main goals mirroring the double role of education and training – social and economic assurance of students personal and professional development so that they are able to become active citizens of their community; assurance of equal chances/equitable accessto technical and vocational education, as well as professional development of each student, depending on her/his individual aspirations and learning potential; assurance of professional development chances for each student for achieving qualification and competencesin line with existentemployment opportunities, and in alifelong learning perspective; assurance of the quality conditions in organization and development of education and training processes in every school providing TVET. www.tvet.ro

25. Pro-European policy framework Romanian quality assurance and improvement policies - milestones • decision to adopt the European approach on QA was taken by the Ministry of Education and Research in September 2003 • followed by the initiative of launching in February 2004 a European Conference on Quality Assurance in Education and training. • subsequent decisions: • 1. elaborate the quality related draft legal framework based on European QARF and to organise public consultation • 2. adopt the self-assessment guide for VET providers to be implemented starting with the school year 2004-2005 on pilot basis

26. Romanian quality assurance and improvement policy and legal framework – milestones After one year of debates, • the Government issued the Ordinance (GO) no. 75 on 12 July 2005 (adopted by the Parliament)that endorses the principles of the Romanian policy for Quality Assurance in Education for the entire national system. • the quality assurance policy aims to provide Romanian VET with a National Quality Assurance Framework (NQAF) that matches European requirements and in the country best practices. n

27. Romanian quality assurance and improvement policy and institutional framework • The Quality Law stipulates the set up of two National Agencies for QA, one for higher education (ARACIS) and one for pre-university education, including TVET (ARACIP). • QA methodologies and external evaluations are the main tasks of the two agencies. Accreditation structures are included. • The National Centre for TVET Development (CNDIPT) is ensuring the TVET specificity and is organising support programmes for actors empowerment and institutional capacity building n

28. Romanian quality assurance and improvement policy– institutions and roles • All education providers are required by Law to establish an internal Quality Assurance and Evaluation Committee. • Developing QA strategy and conducting annual self-assessment are the main responsibilities of the QAE Committee. • Annual self–assessment is mandatory for all schools. School Action Plan is representing the institutional quality improvement instrument based on the self-assessment results, internal monitoring and, where applicable will consider external monitoring (inspection) and external evaluations recommendation n

29. EQARF - at system level in Romania • the four elements of the quality circle (Planning, Implementation, Evaluation, Review) • the methodology is based on self evaluation done by the MoE • Specific targets are related to European indicators and benchmarks

30. Quality Approach: choices to be made 1. Purpose: development vs. accountability 2. Voluntary vs. obligatory quality assurance 3. Involvement of Stakeholders 4. Internal vs. External evaluation 5. Transparency: more vs. less openness 6. Monitoring: Input? Process? Output/outcomes?

31. Choices in Romania 1. Strong focus on development, but accountability included 2. Quality assurance obligatory 3. Defined roles for Stakeholders 4. Self-evaluation in combination with external evaluation and monitoring 5. Transparency/openness based on a legislation 6. Monitoring: focus more on Output/outcomes

32. Government Approves the methodologies and benchmarks MoE Reports on findings and recommendations for improvement ARACIP Methodologies elaboration Accreditation External evaluation CNDIPT TVET specificity in methodologies Support programmes for capacity building School inspectorate External monitoring / inspection (validation of the self-assessment report) VET School Self-assessment Internal monitoring SAP SAP

33. Quality management at VET system level: institutions European Union Parliament External evaluation Government NAQ MoERY Self assessment ARACIP CNDIPT School inspectorate VET Schools

34. Romanian quality assurance and improvement policies – basic principles It was agreed that quality becomes explicit while evaluated against the following elements, which are applicable to both systems and providers: • Conformity (through standardization). • External review &assessment (through experts’ statement). • Achievement (through benchmarking). • Trust (by open self-assessment).

35. Romanian quality assurance and improvement policies – basic principles • Policies and measures as well as accreditation procedures outline the Conformity. • External review partially implemented mainly for aims of accreditation. Implementation fully achieved in case of Phare TVET schools. • Benchmarking not yet implemented, current hierarchies are based on “excellence”, methodologies and instruments recently approved after three years of debates. • Trust is building based on self–assessment, but somehow undermined by preoccupations for ranking.

36. Romanian quality assurance and improvement policies – basic principles Elements of conformity in initial training (TVET) • Curricular standards (National Core Curriculum, Training and Occupational Standards validated by Sectoral committees). • External national exams. • Participation of employers in the certification exams. • Accreditation of schools programmes (by ARACIP) • School inspection as external monitoring • External evaluation

37. Romanian quality assurance and improvement policies – basic principles Elements of conformity in adult training • Training and Occupational standards. • Authorization of adult training providers (by county tripartite committees). • External exams for assessment and certification of competences.

38. Romanian TVET QAI at system level and school level: evidence production for policy making

39. Quality of policy making • Evidence Based Policy Making • The key benefit of evidence-based policymaking is better policy. • policy decisions could be driven by inertia or by short-term political pressures • Measuring progress is instrumental for policy-making. Countries that benefit from reliable statistics know where they stand, their capabilities and limitations; but most importantly, they know where they are going, and how to get there.

40. Quality of policy making • Forward Looking - Defining policy outcomes and taking a long term view • Outward Looking - Taking account of the national, European and international situation; learning from the experience of other countries; recognising regional variations. • Innovative, Flexible - Questioning established ways of dealing with things, encouraging new and creative ideas, identifying and managing risk. • Joined Up - Looking beyond institutional boundaries; setting cross-cutting objectives; defining and communicating joint working arrangements across departments; ensuring that implementation is part of the policy process. • Inclusive - Consulting those responsible for implementation and those affected by the policy; carrying out an impact assessment

41. Quality of policy making • Evidence based - Basing policy decisions and advice upon the best available evidence from a wide range of sources; ensuring that evidence is available in an accessible and meaningful form. Evidence is including stakeholder opinion • Evaluated - Systematic evaluation of the effectiveness of policy is built into the policy making process. • Reviews - Existing/established policy is constantly reviewed to ensure it is really dealing with problems it was designed to solve. • Lessons learned - Learning from experience of what works and what does not

42. Quality assurance and improvement (QAI)– lessons learned • Stakeholder involvement is a criterion for high quality evaluation and high quality results • Major gaps between advanced pilot schools and the rest of the educational system. Clustering and regional inter-assistance become crucial. • Policy and guidance will create consistency in approach (school networking, peer learning and assistance in monitoring and evaluation of self assessment and inspection are the best valued).

43. What’ s next? • Role distributions, authority, responsibility and accountability of institutions – coordination of all institutions acting in quality • Support programme to be implemented • Improvement of the school performance to be secured as main goal in favour of evidence collection • Status of QA actors to be recognised (i.e. members of the QAE Committee) • Data base development at national level for including the school performance evidences in view of benchmarking • Good practices dissemination at local, regional and national level

44. 3. Instead of recommendations • Quality assurance is an umbrella-process and should be holistically approached. • Coherency of quality assurance models/approaches should be observed for all VET providers, CVET included. • Legal framework and instruments are needed but not enough for securing the success. • QAI is a long term construction: All schools are most vulnerable when the public demands quick change, rather than exercising the patience to implement sustainable change.

45. 3. Instead of recommendations • QA should be implemented in view of improving learning and not only for improving business and the running of institutions. It is applicable and practicable also for the classroom • Secure commitment through motivation and relevant resource allocation. Quality is expensive since is requiring compliance of learning conditions, and is giving long term return. • Celebrate success!

46. Quality isneveran accident! Thank you for your attention! www.tvet.ro Tel: 0040 21 311 11 62 Fax: 0040 21 312 54 98 Email madlen.serban@tvet.ro

48. Roles distribution in some of the TVET functions

49. 1.2.2. Roles distribution in some of the TVET functions Abbreviations