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Inspectors' Questionnaire

VIEWS: 13 PAGES: 11

									European Union




A project funded under PHARE                                                              MoERI/NCDVET- PIU



      Technical Assistance for Training and Advice for Further Development of the TVET Sector, Romania,
                                      RO2006/018-147.04.01.02.01.03.01



                                                                                                      Draft 2

IMPLEMENTING EFFECTIVE QUALITY ASSURANCE MODEL
                    IN TVET
              EVALUATION QUESTIONNAIRE FOR INSPECTORS
Please complete and return this questionnaire before the Seminar ends to Mrs.
Gabriela Diaconu, or Mrs. Florinela Ionescu - our Local Quality Assurance Experts.
This is essential for the Phare Project Team to evaluate the effectiveness of the
quality assurance model developed with the support of a number of PHARE
projects and to propose policy improvements to the relevant quality assurance
authorities.


Region and County : …………………………………………………………….


Name of Inspector : ……………………………………………………..

Years at present function: ……………………………………………



Most of the questions ask you to rate your agreement with a statement, by ticking one
of the following on a scale of 0 - 5 :

         5        =        Agree Strongly
         4        =        Agree
         3        =        Neither Agree nor Disagree
         2        =        Disagree
         1        =        Disagree Strongly
         0        =        Not Applicable




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Material produced under Phare 2006 financial support
PHARE TVET RO2006/018-147.04.01.02.01.03.01
Training

     1 Did you receive particular training on quality assurance in TVET? (Please, tick one
       of the following)


          YES □                           NO     □
          If your answer is NO, please go directly to question Nr. 4

    2     The training I received so far fully explained the purpose, nature, criteria and
          processes of the quality assurance in TVET

                    5                     4                     3                    2                     1                    0

          The training seminar/s I participated in fully prepared me for my role in the
          external quality monitoring process for TVET

                    5                     4                     3                    2                     1                    0

    3     How could the training for external monitors of quality assurance in TVET be
          improved ?
          .........................................…………………………………………………………
          ..........................................................................................................................
          ..........................................................................................................................


Quality of the documents, prepared by the Schools

4         I received the self-assessment reports in good time

                    5                     4                     3                    2                     1

5         The Schools’ self-assessment reports met the requirements spelled out in the
          Self-assessment Manual well

                    5                     4                     3                    2                     1

6         The Schools’ self-assessment reports were very clear and concise

                    5                     4                     3                    2                     1

7         The Schools’ self-assessments revealed weaknesses, as well as strengths

                    5                     4                     3                    2                     1

8     What would you suggest in order to improve the quality-related documentation
in TVET schools? :
      .........................................…………………………………………………………
      ..........................................................................................................................
      ..........................................................................................................................

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Material produced under Phare 2006 financial support
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Effectiveness of External Monitoring

9.    Overall the monitoring I was involved in were effective, in terms of revealing
gaps and shortcomings in quality matters

                 5                   4                   3                   2                   1

10.    Overall the monitoring I was involved in were effective, in terms of revealing
       examples of good practice in quality assurance

                 5                   4                   3                   2                   1


11.    A lot of sharing of good practices between school staff and inspectors/peers
       took place during the monitoring

                 5                   4                   3                   2                   1

12.    Please make any other comments on the effectiveness of school monitoring :
       ………………………………………………………………………..
       .........................................……………………………………………………………
       ...............................................................................................................……….
       ................................................................................................................………

Dissemination of Good Practice

13. Please, indicate up to 3 aspects of quality assurance, where you observed good
    practice examples in the schools you have monitored externally?

       .........................................……………………………………………………………
       ...............................................................................................................……….
       ................................................................................................................………
       .........................................……………………………………………………………
       ...............................................................................................................……….
       ................................................................................................................………

14. Did you have a chance to communicate any of these good practice examples to
    other schools, or colleagues from the Inspectorate?

       YES □                         NO     □
Inter-Assistance Networks in TVET

15.    Have you participated in activities through the TVET inter-assistance networks
       initiated by schools? If yes, please give details:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

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Material produced under Phare 2006 financial support
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16.    Did you have a chance to initiate similar network activities between other
       schools or between schools and stakeholder organisations?

       YES □                           NO     □
17.    What in your view has to be done to improve inter-assistance network activities
       to improve the quality of TVET in Romania?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________________________________________



18.    Please, indicate up to three obstacles which restrict, in your opinion, TVET inter-
assistance network activities in Romania?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Further Developments

19.    Which aspects of quality assurance mechanism need more attention in the
       nearest future?
       ..................…………………………………………………………………………….
       ...........................................................................................................................
       ...........................................................................................................................
       ...........................................................................................................................

20.    Please, indicate which are the major steps that need to take place in the next
period in order to implement an effective quality assurance mechanism for Romanian
TVET system?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________




THANK YOU FOR YOUR CO-OPERATION IN COMPLETING AND RETURNING
THIS TO: Mrs. Gabriela Diaconu (gabriela.diaconu@gmail.com;), or Mrs. Florinela
Ionescu (florinela_ionescu@yahoo.com).


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Material produced under Phare 2006 financial support
PHARE TVET RO2006/018-147.04.01.02.01.03.01
Implementing the mechanisms for quality assurance in the
vocational and technical education units

             CENTRALIZING THE EVALUATION QUESTIONNAIRES FOR INSPECTORS

43 evaluation questionnaires were reviewed.

Training

   1. Did you benefit from a specific training on quality assurance in VTE?

               38 inspectors           YES
               5 inspectors            NO

   2. The training from which I benefited so far applied entirely the purpose, the nature, the
      criteria and the processes of quality assurance in VTE

                  5             4             3          2            1            0
  No. of
                  15            21            2          -            -            -
inspectors

       The training seminar (seminars) that I participated to trained me completely for my role
       within the external monitoring process of quality for VTE

                  5             4             3          2            1            0
  No. of
                  12            23            3          -            -            -
inspectors


   3. What could be the improvements of the training for the external monitors of quality
      assurance in VTE?
          - training the external assessors/ monitors
          - training the QAEC responsible and debating on the problems met in applying the
             system
          - organizing training courses at the county level
          - involving more people in the external monitoring process and training them
          - training with practical activities, on groups, teamwork
          - monitoring exercises in real situations, along with competent people
          - carrying out, along with a trainer, an external monitoring in a school unit
          - exercises of writing the report of the external monitoring visit
          - good practice examples
          - promoting the good practices examples
          - case studies
          - drafting practical manuals
          - local seminars
          - exchanges of experience with adjacent counties
          - creating a monitoring network at the national level


The quality of the training documents in school units

   4. We received in due time the self-assessment reports

                  5             4             3          2            1            0
  No. of
                  5             29            7          2            -            -
inspectors



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Material produced under Phare 2006 financial support
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   5. The self-assessment reports from school units met accordingly the requirements
      mentioned in the Self-assessment Manual

                  5             4             3            2            1             0
  No. of
                  5             26           12            -            -             -
inspectors


   6. The self-assessment reports of the school units were very clear and concise

                  5             4             3            2            1             0
  No. of
                  3             25           15            -            -             -
inspectors

   7.   The self-assessments of the school units highlighted both the weak and strong points

                  5             4             3            2            1             0
  No. of
                  6             29            7            1            -             -
inspectors

   8.   What would you suggest for improving the documentation pertaining to quality
        assurance in the VTE school units?
            - training courses for all QAEC members
            - training the managers
            - continuity of QAEC members
            - the real functionality of the inter-assistance network
            - disseminating the information received during training courses by the schools units
               assisted through the PHARE project
            - good practice examples
            - creating a data base at the county, inter-county, national level with good practices
               examples
            - drafting a list with mandatory procedures to exist in schools
            - briefer and more to the point self-assessment reports
            - simplifying the forms, documents, contents
            - simplifying the monitoring reports
            - elaborating common documents on quality assurance requested by NQAF and
               ARACIP (Romanian Agency for Quality Assurance in Pre-university Education)
            - creating a forum on tvet.ro to be used by the QAEC members in the VTE schools for
               communication and for clarifying certain legal aspects related even to the
               documentation
            - publishing on www.tvet.ro an annual of good practices
            - releasing the QAEC members of other activities
            - remuneration /financial stimulation of QAEC members


Efficiency of the external monitoring

   9. Generally, the monitoring I was involved in were efficient, in the sense of highlighting
       gaps and deficiencies in aspects such as quality
   1 no answer

                  5             4             3            2            1             0
  No. of
                  13            29            -            -            -             -
inspectors

   10. Generally, the monitoring I was involved in were efficient, in the sense of highlighting
       best practice examples in quality assurance
   1 inspector no answer

                  5             4             3            2            1             0

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Material produced under Phare 2006 financial support
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  No. of
                  14             25             1             2              -              -
inspectors



   11. Throughout the monitoring, there was a significant exchange of good practices between
       the personnel of the school unit and inspectors/ colleagues
   1 inspector no answer

                   5             4              3             2              1              0
  No. of
                  17             19             6              -             -              -
inspectors

   12. Please formulate any other comments regarding the efficiency of the school unit
       monitoring:

             -   replacing the RODIS (The Regulation for Organizing and Developing School
                 Inspection) inspection with the quality monitoring inspection
             -   there is no stress from the other types of inspections (RODIS)
             -   visiting and counseling all VTE units
             -   monitoring during the visit and the organization and performance manner of specific
                 TVE activities (for example, preparing the certification exams for professional
                 qualification)
             -   the monitoring should also include other inspection forms
             -   highlighting the QAEC role in school and strengthening its position consequent to
                 external visits
             -   disseminating good practices
             -   promoting good practices examples at the county, inter-county, national level
             -   harmonizing the quality monitoring with the monitoring of strategic planning
                 documents
             -   the level of involvement of the school units' management should be higher than the
                 current one
             -   creating a bonuses/ penalties system for attracting the interest of all factors involved
             -   involvement in the external monitoring of the QAEC managers and members in the
                 schools that became good practiced in implementing the QA mechanisms
             -   involving all inspectors in the external monitoring
             -   too short a time for feedback
             -   after two years of applying the quality assurance mechanisms, the external monitoring
                 units to all the education units are not justified. It would suffice to have an internal
                 monitoring with periodic reporting and an external monitoring, randomly chosen, to
                 30% of the number of TVE units every year

   Disseminating good practices

   13. Please indicate at most three aspects regarding quality assurance in relation to which
       you noticed good practice examples in the school units you monitored externally
           - drafting working procedures for more and more aspects of the TVE activity
           - drafting specific procedures for each school
           - drafting the improvement plans
           - the school’s self-assessment report made based on the reports received from the
               methodic committees;
           - creating work groups coordinated by the QAEC members for elaborating procedures
               and monitoring activities
           - drafting the procedures’ manual in “Ion Mincu” School Group - Deva
           - using student-oriented learning methods
           - developing the virtual learning environment
           - a proper communication between QAEC in the TVE schools in the county
           - collaborating within inter-assistance networks
           - non Phare schools collaborate with Phare Schools in drafting the quality assurance
               documents
           - collaborating with the economic agents;
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            -   functioning of the economic agent - school partnership
            -   the quality of the partnership with economic agents
            -   developing partnerships with economic agents;
            -   developing the partnership between the school and the local community brought
                benefits to the students by granting bonuses, employments
            -   carrying out practical training stages under the direct guidance of the tutor
            -   training the students’ specialized competences in collaboration with the economic
                agent - Instalment Construction School Group and COMAS S.A. SIBIU
            -   receiving ISO 9001 /2000 certification for performing the practice in collaboration with
                the economic agents in Hungary
            -   exercise companies
            -   making the SC and the LDC in collaboration with the economic agents
            -   equipping the school units through PHARE funds, by involvement in projects
            -   equipping the school units through sponsorships from economic agents
            -   founding departments in schools
            -   founding the QAEC departments
            -   developing projects with extra-budgetary financing
            -   attracting extra-budgetary resources for schools
            -   a good collaboration between the QAEC members and the education counsellor
            -   guiding beginner teachers in their activity (mentoring)
            -   teachers opened to new;
            -   increasing the interest of the teachers in training in the QA area
            -   implementing the AEL in the teaching process
            -   teachers’ improvement
            -   monitoring the graduates from the Gas National School
            -   Quality Assurance website in the “Dimitrie Cantemir” Agricultural High School in Husi
            -   all TVE schools made their own websites
            -   feedback from the parents
            -   the relation school – parents

   14. Did you have the chance to communicate these good practice examples to other school
       units or to other colleagues from the Inspectorate?

                39 inspectors          YES
                2 inspectors           NO
                2 no answer

   Inter-assistance networks in the TVE

   15. Did you participate in activities through the inter-assistance networks launched by the
       school units? If yes, please offer details:
           - the school units profiled on services - collaboration in using exercise companies
           - creating an inter-assistance network between the Galati and Hunedoara counties for
               elaborating the topics for school Olympics and professional competitions
           - training actions for the schools in the network made by the schools assisted through
               the PHARE program
           - activities for supporting secondary schools by the TVE schools in getting familiarized
               with aspects of QA
           - drafting the LDC
           - disseminating good practices on implementing the QA mechanisms (organization,
               internal monitoring, procedures)
           - “The National Festival of Chances" - good practices examples between 10 schools
           - grouping at the county level the art and professions schools in the same area for
               consultancy in applying the national and local curriculum and other specific problems
           - extracurricular activities between 2 school groups
           - QAEC persons in charge in the Phare schools were part of the external monitoring
               committees for other schools
           - mixed monitoring teams from several schools in the area of curricular development
           - organizing conferences after drafting the self-assessment reports
           - the inter-assistance network created by the Intorsura Buzaului School Group

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   16. Did you have the chance to initiate similar activities in the network between school units
       or between school units and organizations of the stakeholders?

               21 inspectors            YES
               9 inspectors             NO
               13 inspectors            no answer

   17. According to you, what needs to be done so as to improve the activities of the inter-
       assistance networks for a better quality in the TVE in Romania?
            - a constant collaboration / communication with at least 2 activities per year of
               presenting good practices
            - founding area and county model centers per profile/training domains referring to
               practical training
            - providing resources for the networks’ activity
            - allotting funds
            - the existence of the financial funds necessary for developing the activities within the
               inter-assistance networks
            - disseminating information by the participants to the training courses
            - exchange of experience
            - disseminating information and presenting the experience in the units with a functional
               activity
            - creating certain work instruments similar to those in the TVE for the other types of
               schools in the preuniversity education, the TVE units can become resource centers for
               the other schools
            - the TVE managers participating in the network development programs
            - participation, involvement in the activities of the inter-assistance networks and of other
               factors (representatives of the economic agents, of the local community)
            - preparing a legal framework for involving economic agents
            - presenting the good practice examples on the NDCTVE website
            - public information on internet
            - publishing good practice examples on sites
            - creating a debate forum on the TVET site
            - online communication by making virtual groups
            - a more efficient communication and collaboration
            - expanding the activities from the county level to regional or inter-regional level
            - using the QAEC expertise in PHARE schools
            - peer visits between TVE schools


   18. Please mentioned at most three obstacles which, according to you, limit the activities of
       the inter-assistance networks between the TVE units in Romania
            - lack of resources, especially lack of financial resources
            - inexistence of a proper material basis in the TVE schools so that teachers may have
                access to the network and may valorise the information by adapting to the school
                specificity
            - lack of understanding from local authorities
            - lack collaboration with the stakeholders
            - inexistence of a legal framework
            - inexistence of a legal framework regulating the existence of the network
            - training in the area of developing inter-assistance networks not only for the principals
                of the school units assisted through the PHARE project, which did not disseminate
                information
            - different timetable of school units
            - lack of funds for travels and trainings
            - large distances between coordinating schools and the coordinated ones
            - heavy travel in the county, no possibility to reimburse expenditures
            - most units assisted through the PHARE project are in localities adjacent to large cities,
                reason for which the activities are carried out with a small number of participants
            - lack of availability from some colleagues to such activities

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            -   the inertia of teachers and managers
            -   resistance to change
            -   lack of motivation for the teaching body
            -   schedule full of other activities specific to the education process in the school unit
            -   the qualified personnel in the TVE units required in too many activities
            -   lack of skills to structure the work groups that may communicate by using internet
            -   lack of a good communication in determining common activities
            -   lack of communication
            -   insufficient informational technology in schools from rural areas
            -   limited access to information for underprivileged schools
            -   limited access to internet

   Subsequent evolutions

   19. What aspects of the quality assurance mechanisms require more attention in the near
       future?
            - disseminating information on the QA mechanisms
            - replacing the RODIS inspection for the TVE units with external monitoring/evaluation
               inspections coordinated by the school inspectorate
            - external monitoring of TVE units
            - training teaching bodies
            - training the personnel so as to provide quality assurance
            - training external monitors at the county level and certifying them
            - training the CSI management and all the inspectors in the QA area
            - training courses for increasing the quality of services offered by the school units
            - determining the members of the team in charge of QA at the inspectorate level
            - motivating personnel
            - granting the QAEC members certain financial benefits provided by the law, or bonuses
               similar to compensations for form teachers or for management functions
            - releasing the QAEC members of other activities
            - focusing on observing teaching-learning and the schools’ relations with economic
               agents
            - partnerships with the economic agents;
            - partnerships with the CAOLF (County Agency for Occupying the Labor Force)
            - applying the improvement plans
            - monitoring the implementation of the improvement plants
            - harmonizing the calendar of activities coordinated by the CSI with the calendar of
               applying the quality assurance instruments
            - equipping workshops and laboratories
            - investing in equipments


   20. Please mention what are the major actions to be applied in the following period for
       implementing an efficient mechanism of quality assurance for the TVE system in
       Romania
           - the inspection for validating the self-assessment process should be programmed for a
              larger period of time
           - doing away with the RODIS inspection – assessment of the TVE units should be made
              by means of the quality external monitoring inspection
           - correlating RODIS with QA inspections
           - drafting an action plan at the level of the county school inspectorate for the efficient
              implementation of the quality assurance mechanisms
           - training a group of external monitors at the level of each county
           - training the teaching body in QA
           - developing the personnel by means of training and improvement
           - training all factors involved in TVE
           - training a group of external monitors at the county level that may council schools, the
              QAEC members in the TVE units
           - monitoring the practical training activities
           - disseminating the information in the training seminars within TVE schools in each
              county
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            -   promoting the good practices examples
            -   involving all curricular areas in implementing the QA mechanisms
            -   designating a QA inspector at the level of the county school inspectorate and
                releasing him/her from any other tasks
            -   involving all school inspectorates in actions of implementing the QA in TVE
            -   involving the economic agents
            -   attracting the interests of the employers
            -   releasing of teaching duties the QAEC responsible
            -   focus on the inter-assistance network at the county level
            -   drafting an action plan for developing the inter-assistance network between TVE
                schools
            -   a better cooperation between inter-assistance networks
            -   developing regional centers
            -   valorising the received feedback
            -   correlating the reporting system in the TVE with the one of ARACIP determining one
                body for quality assurance for TVE schools
            -   accessing structural funds




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