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What lessons can be learned from other E&T areas?Possible best practices for EQAVET
Anthony F. Camilleri First EQAVET projects seminarVienna, 15.07.2011
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Origins of PDCA
• Do• Check
• Plan• Act
アクション
計画
実行チェック
CHECK should be read as STUDYin English Check implies ‚to hold back‘(Deming, 1980)
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Lesson
Plan-Do-Check-Act
is about iterative improvement
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Quality Culture
• true high quality education cannot result only from formal quality assurance processes, but rather is a consequence of the emergence of a quality culture shared by all members of a (higher) education community
Jean-Marc RappEUA President
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Lesson
Quality Culture
can enable standards
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Diploma and Accreditation Mills
• Nearly all these institutions claim to have accreditation!
Number of Diploma Mills per Continent (IAU) Colby Nolan, MBA(awarded by TrinitySouthern University)
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Lesson
Quality Assurance Agencies
Need transparency and policing
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Marketing Quality
• MBAs use their own private certification labels. (EQUIS / AMBA / AACSB)
• Simple Message: Label Guarantees Quality– Triple Accreditation = World Leader– Single / Double = Excellent
• Oxford, Cambridge, Harvard and MIT – no mention of certification, quality processes on front page of websites
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Lesson
Quality Systems
Need to increase transparency
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Demand for Quality
• The European Student movement:– Key driver of QA process in Bologna
Process– Trains its own QA experts and reviewers– Chairs the EQAR register in rotating
turns– Puts constant pressure on the process
• Would have no influence if not allowed to
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Lesson
Main allies in quality
are those with a vested interest
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European Standards and Guidelines for Quality Assurance
• Impetus came from 2003 Berlin Communique of Ministers
• ‚E4‘ group (ENQA/EUA/EURASHE/ESIB) tasked with developing the standards and guidelines for themselvesl
• Stakeholders continue to maintain ESG (MapESG project), organise reviews, accredit QA agencies, etc
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Lesson
Impetus from government
but leadership from stakeholders
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The Bologna Process
• Started as independent initiative of four states
• Contains no binding decisions (is purely voluntary)
• Is organised enitrely outside of the EU institutions
• Despite complaints, demand for harmonisation came from member states themselves
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Lesson
A good idea
will promote itself
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Questions to Panelists and Audience
• Section Subtitle
• What are the pros and cons of the EQAVET implementation approach vis-a-vis other quality approaches?
• What elements of other QA implementations need to be adopted to make EQAVET a reality?
• How do we create better synergies between all levels of education in QA?
• What is the role of stakeholders and independent initiatives in QA in VET?
• Is there a case for using stronger words – harmonisation, standardisation?
• Do you have best practices to share?
