Country Report-LQW Germany

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					Leonardo-Project: Managing Quality                                                    DIE
Country Reports: Quality Management Systems                                      LQW-Model

                                      COUNTRY REPORTS

      Research on existing quality management systems for adult
          education organisations in the partners’ countries
Learner-Oriented Quality Development for Further Education (LQW)

    1. History of the model and reference to adult education
    The Learner Oriented Quality Development model was developed within a project
    funded by the German State and the Laender from 2000-2002. The project
    partners were members from the association for adult education institutions in
    Lower-Saxony, a research organisation called ArtSet and representatives from
    the German Institute for Adult Education (DIE). During that time 119 adult
    education institutions from all sectors (private and public) and size (small size and
    bigger organisations with over 80 employees) took part in the pilot phase.
    Between 2002 and 2003 the German Institute for Adult Education together with
    ArtSet compared the model with existing national and international quality
    managing models and developed it to its final form. After that project phase the
    State and the Laender funded a third project phase (2003-2005). In that so called
    implementation phase coordinated by ArtSet and DIE another 280 organisations
    took part. The DIE is responsible for the training of experts that evaluate the
    organisations. At present there are 120 experts. It also evaluates the effects of the
    model within the organisation and in the adult education sector. Third, it organizes
    the support for the participating organisations in the whole Republic of Germany
    in cooperation with regional partners.
    Until now approximately 450 adult education institutions in Germany are working
    with LQW.
    The model was developed from the adult education sector FOR the adult
    education sector.

    2. Scope of the model
    Until now the model is only known and applied in Germany and in Austria. It is
    applicable to all sorts of adult education institutions in all sizes. The model can be
    regarded as normative and non-normative. The set of 11 quality areas are defined
    standards and therefore normative. The organisations are free to fill the standards
    with regard to their organisational work. For this reason it can be also
    characterized as non-normative. For example: The model prescribes that
    instruments for course evaluation have to be applied. What kind of instruments
    the organisation chooses is their choice.

    3. Form of approval
    After a successful approval by the testing organisation ArtSet with assistance of
    the experts the organisations receive a quality label in form of a glazed tile. The
    tiles are designed by a German artist. All tiles form together a picture of a big
    At the level of the federal states some Laender only give funding to adult
    education institutions if they have a quality label. LQW is one of it.

Leonardo-Project: Managing Quality                                                                                           DIE
Country Reports: Quality Management Systems                                                                             LQW-Model

    4. Main criteria and characteristic of the model
    The model consists of the following 11 quality areas.
    The starting point of the quality development process is a self-definition of the
    organisation, in which are defined the following: identity, assignment, abilities,
    customers, values, strengths and weaknesses, and demand for development.
    This self-description has to be part of the model of the institute (Quality area 1),
    so that the future dealings of the organisation and its members should be
    instructed. A part of this model is an indication of what the organisation believes is
    successful learning for the customers.

The quality development procedure and its testing

                            2. Demand Analysis

                            3. Core Processes

                            4. Process of Teaching and Learning

                                                                                      11. Strategic Development Goals
                            5. Evaluation of Training Process
             1. Principle

                            6. Infrastructure

                            7. Leadership

                            8. Employees

                            9. Controlling

                            10. Communication with clients

                            Optional Quality Area

                                  self-report                     visitatio   final meeting
    1. Principles and the definition of successful learning:
    The principle is an internally-agreed self-portrayal of the organisation, which
    guides the operation of systems, but only when it is in a position to do this. It must
    be recognisable as profile of the organisation from outside and from within it must
    be experienced.

    2. Demand Analysis
    Demand analysis relates to the application of specific instruments for market
    research, with a view to developing the needs of society and the training
    requirements of the adressees. These needs and requirements must be included
    in the program development and be elements of the tasks of the institute.

Leonardo-Project: Managing Quality                                                  DIE
Country Reports: Quality Management Systems                                    LQW-Model

    3. Core processes
    Core processes are processes, which lead to the creation and acceptance of
    specific training offers and services for the organisation. They exist for
    transparency, security of procedures and rights, reliability, commitment and
    clarity, completeness and co-operation of the participants and persons involved.

    4. Process of teaching and learning
    The quality of the instruction depends on the competency of the trainers, the
    interactive relationship between trainers and trainees, and relevant elements of
    the learning process, which promote independent actions from the participants.
    Consultations about the learning progress is a component of the competence of
    the pedagogical training of adults.

    5. Evaluation of training process
    Evaluation of the training process means that the training course is regularly
    tested and assessed with specific instruments. Benchmarks for the assessment
    are the satisfaction levels of the participants and if necessary the paying clients,
    as well as the realisation of the institutional expectations. The opinion of the
    trainers should also be part of the evaluation.

    6. Infrastructure
    The learning infrastructure includes the following conditions: accommodation,
    situation, technical equipment, time, materials and media.

    7. Leadership
    Leadership represents the control of all processes and is a function of the co-
    operative actions of work. Guidance signifies a senior position in the management
    system, including quality development. Decisions give the actions of the
    organisations both shape and direction, and thereby result in business security.
    Guidance and leadership can be located in different levels within the organisation
    and can be made use of. Leadership and guidance actions are expresses as the
    creation, making and controlling decisions. The development of clear
    communication structures is a task for management

    8. Employees
    The quality area Employees includes all activities in personnel planning,
    employment and development – with reference to the principle and reaching the
    development goals of the organisation and the performing of specific workplace
    and job-related tasks – includes all measures necessary for the professional,
    personal and social development of employees. It concentrates on the integration
    of male and female employees, the promotion of the ability to co-operate and that
    includes participation. The promotion and training of freelancers and people with
    honorary positions, also belongs to employee development.

    9. Controlling
    Controlling includes all measures, which serve to check how near the organisation
    is to reaching its goals and direction decisions are made based on the results.
    Quantitative and qualitative references as well as indicators are determined, with
    which effectiveness and efficiency of the performance of the whole organisatio
    and individual areas can be analysed, evaluated and conclusions drawn.

Leonardo-Project: Managing Quality                                                    DIE
Country Reports: Quality Management Systems                                      LQW-Model

    10.Communication with clients
    The relationship and communication between the organisation and its clients is
    bindingly defined and regulated by the terms of business and the order of events.
    The communication between the organisation and the clients includes acquisition
    and care. Therefore the whole business process has to be focused to the clients

    11.Strategic development goals
    Strategic development goals are the long-term and comprehensive aims of the
    organisation, which dictate where they want to be within a specific time period.
    These aims are based on the model, as well as the internal and external
    evaluations of the organisation.

    5. Implementation practice
    Each participating organisation has to describe in a written report how it fulfils the
    requested requirements in the 11 quality areas. The report is called self report
    (because the organisation itself gives information about their quality measures)
    and is approximately 60 pages long. This report is evaluated against the criteria
    (quality areas) by special LQW experts. The experts are trained by the German
    Institute for Adult Edcuation (DIE). All experts have to show field competence in
    adult education and experience in consulting organisations in order to qualify for
    the training. Two experts are working together for one self-report. After that the
    organisation receives an evaluation report between 25-35 pages based on their
    self-report. One third of the report is about how the organisation fulfilled the
    criteria or not. The rest consists of useful recommendations that are dedicated to
    the development of the organisation.
    The feed-back given by the organisations is very positive. For them the report is a
    useful instrument for their own development of the organisation.
    The whole process has to participatory. It is recommended that for the work in
    quality area 1 (principles and the definition of successful learning) all members of
    the organisations participate. Even if this is time consuming, in the end it has
    positive effects on the level of identification with the principles and goals.

    Impact at the organisation:
    For the organisations one year is a tough time for a quality process at the
    beginning. Being asked after finishing the self-report most of them say that the
    limited time framework of 12 month was in the end very helpful to structure the
    process effectively. The effects of the quality process seen by adult education
    organisations as well as by consultants are positive and can be named as
            better and stronger communication among and between the personnel,
            clear and transparent structures of processes and practices and
               leadership that is acting more effectively.
            the identification with the organization grows through the joint quality

Leonardo-Project: Managing Quality                                                      DIE
Country Reports: Quality Management Systems                                        LQW-Model

    6. Procedure
    The evaluation report from the experts is first going through a quality assurance
    process at ArtSet, the testing organisation. After that the report is send to the
    organisation. If the organisation has not fulfilled all the requirements it has one
    month time to work on them. The results will then be presented to the expert in a
    so called visitation. The visitation is the process where the expert visits the
    organisation and checks the documents that were listed in the self-report. A
    successful visitation follows a final workshop. At the final workshop members of
    the organisation develop and define the strategic goals for the next four years with
    the help of the expert. In this process the expert has the role as a consultant. The
    aims are documented, send to the testing organisation and are of relevance for
    the re-certification after four years when the organisation will be evaluated against
    their own goals. At the final workshop the organisation receives a tile as a sign for
    a successful process as well as a LQW certificate.

    7. Focus
    The focus of the model lies on quality development as well as on quality
    LQW is in itself not only an assessment tool, but also a quality development
    model for organisations. The purpose of quality management is to enable the
    organisation to carry out its own organisational learning processes. In terms of the
    definition of successful learning, it is a question of increasing the organisation’s
    capacity to act through quality development, in order to better meet the ever-
    changing requirements of its field of operation. In this way, training organisations
    become learners and thereby the lifelong learning of individuals in our society can
    be optimally advanced and supported.

                 Graphic 2: Quality circles

                                               quality of the organisation

                                          quality of the learning infrastructure

                                                    quality of education


                        principle                                                         5
Leonardo-Project: Managing Quality                                                      DIE
Country Reports: Quality Management Systems                                        LQW-Model

    8. Correspondence of the respective model to the needs of the users
    (e.g. whether the offer corresponds to the demands of Information Society, etc.)
    The model is based on the needs of the learner. This is assured through the
    definition of successful learning. The definition is based on the assumptions of the
    personnel that is working in the institute. They put themselves in the place of the
    learner and ask themselves: When is learning successful in our organisation?

    9. Support structures
    The website from the testing organisation ArtSet provides the user with various
    support materials in German. To nearly each quality area there exist a helping
    tool how to work with it. In addition to this all participating organisations are linked
    to each other via mailing list. If someone has a questions regarding the model he
    or she can send an E-Mail and everyone on the list can answer. There is also a
    hotline from ArtSet where qualified persons answer the questions of the clients.

    10.Experience of adult education organisations with the respective model
    At present there are about 450 adult education institutions that are working with
    LQW in Germany. In future also organisations from Austria will develop their
    quality with LQW.

    11.Failure rates
    At the moment it is not possible to give the exact failure rate. It is estimated by

    The homepage of the testing organisation ArtSet is called
    There the user can find support materials referring to the quality areas.
    For further information see also