Description of quality Description of quality assuranceassurance in thein the Latvian Latvian vocational educationvocational education

Gunta Kinta

Academic Information Centre

www.aic.lv

NCP-VET-CO project fourth meeting21 – 22 October 2010 in Prague

Background informationBackground information

• National vocational education quality control (since 2002) is ensured through education programme and establishment accreditation

• Accreditation – to ensure that programme content meets the required standards of publicly provided vocational education and occupational standards

• Vocational schools may implement only accredited programmes

• State-recognized qualifications are awarded only for the completion of accredited programmes

• Accredited local governments’ and private vocational schools may apply for state funding for implementing vocational further education, vocational improvement and vocationally oriented education programmes

BodiesBodies responsible for quality responsible for quality assuranceassurance

• State Service for Education Quality (since July 2009) – basic and secondary education level, http://www.ivi.gov.lv

• Higher Education Quality Evaluation Centre (1994) – higher education level, http://www.aiknc.lv

Functions and tasks of theFunctions and tasks of the State State Service for Education Quality Service for Education Quality

Functions:• To license education programmes (except leisure education,

informal/non-formal education for adults and higher education programmes)

• To evaluate quality of vocational education (except professional higher education)

Tasks:• To arrange accreditation of examination centres, schools and

programmes (except HEI and programmes)• To ensure monitoring implementation of expert commission

recommendations and analysis of schools’ self-evaluation reports

• To arrange quality assurance process of continuing education• To maintain databases and registers (registers of licensed and

accredited programmes, register of schools)

Function and tasks of theFunction and tasks of the Higher Higher Education Quality Evaluation Centre Education Quality Evaluation Centre

Function:• To arrange accreditation of higher education institutions and

study programmes (including higher professional programmes)

Tasks:• To receive from the Ministry of Education and Science and to

check the HEIs’ applications for accreditations• To arrange accreditation commissions (from national and

foreign experts) approved by the Accreditation Commission of Higher Education Programmes and/or Higher Education Council

• To make agreements with HEI and colleges concerning the assurance and to coordinate the work of accreditation commissions

• To prepare and disseminate information to public regarding the process and results of accreditation

Legal frameworkLegal framework

• Education Law (1998)

• Vocational Education Law (1999)

• Cabinet Regulations Procedure of accrediting general and vocational education programmes, education establishments and examination centres (September 2010)

• Law on Higher Education Institutions (1995)

Procedure of accrediting programmesProcedure of accrediting programmes and schoolsand schools

Education establishment submits application and self-evaluation report to the State Service for Education Quality

Self-evaluation report includes:◦ general characteristics of school◦ main aim of school action (the previous school year priorities

and particular results)◦ the implementation of previous assessment period

recommendations◦ school's performance in quality indicators regarding relevant

criteria of all areas◦ other achievements◦ future developments

Procedure of accrediting programmesProcedure of accrediting programmes and schoolsand schools

State Service for Education Quality arranges external expert commission

Expert commission consists of:◦ representative of the Ministry of Education and Science, State

Education Content Centre◦ representatives of other schools◦ education specialists of the local governments◦ representatives of other ministries, local governments, NGOs,

employers, craft masters and trade unions

Number of experts depends on number and types of programmes and number of students

Procedure of accrediting programmes Procedure of accrediting programmes and schoolsand schools

Expert commission prepares their report and recommendations and submits them to the Service

Commission assesses quality...

◦ according to four levels:

I – insufficient

II – sufficient

III – good

IV – very good

◦ providing short descriptions (indicate achievements and necessary improvements)

Procedure of accrediting programmes Procedure of accrediting programmes and schoolsand schools

Expert commission assesses the following areas:◦ education content (implemented education programmes)◦ teaching and learning◦ quality of teaching◦ quality of learning◦ assessment as part of the learning process◦ students’ achievements (in daily work, in national exams)◦ support for learners

1. psychological support, social pedagogical support and student safety

2. support for personality development3. support for career guidance4. support for teaching/learning differentiation5. support for learners with special needs6. cooperation with the students' family

Procedure of accrediting programmes Procedure of accrediting programmes and schoolsand schools

Expert commission assesses the following areas (continued):◦ school’s environment (microclimate and physical

environment)◦ school’s resources (equipment and materially resources;

human resources)◦ school’s action organization, management and quality

assurance:1. school’s self-evaluation of action and development

planning2. work of school’s management and personnel

management◦ school’s cooperation with other institutions

Procedure of accrediting programmes Procedure of accrediting programmes and schoolsand schools

Accreditation Commission reviews the submitted reports and provides recommendations about accreditation

The Service makes decision about the period of accreditation:

◦ education establishments – for undetermined period (if it implements at least one accredited programme)

◦ examination centres or education establishments (implementing professional improvement, vocationally oriented or continuing vocational education programmes) – for 6 years

◦ education establishments – for 2 years

◦ education programmes – for 2 or 6 years

Description of quality Description of quality assuranceassurance in thein the Latvian Latvian vocational educationvocational education

Gunta Kinta

Academic Information Centre

www.aic.lv

NCP-VET-CO project fourth meeting21 – 22 October 2010 in Prague