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close this bookVet Quality Management: Approaches to Self-Evaluation Methodology (Republican Institute for Up-Grading Qualification of Academic and Administrative Staff of the System of Education, Kazakhstan, 2002, 72 p.)
close this folder4. Vocational Education Sector Management Study and Evaluation
View the document4.1. General Information on Primary Vocational Education Sector Condition
View the document4.2. Vocational Education Management
View the document4.3. Need in New Approaches to Vocational Education and Training Management Quality Control

4.3. Need in New Approaches to Vocational Education and Training Management Quality Control

The last decade identified new priorities in development of primary vocational education, aggravated unsolved problems and raised new issues. On the whole current situation in vocational education and training can be described as follows:

1. Non-conformity between education content in vocational schools and requirements of professional activity aggravated.

2. The gap between enterprises equipment and the one of vocational schools increased.

3. Employers don’t show much interest in identification of vocational education content.

4. Vocational schools need in improvement of vocational training is not supported by respective methodology and scientific instruments.

5. Vocational schools activity evaluation by management bodies is conducted with methods of quantitative rather then qualitative measurements what enables to control education process efficiently.

6. Existing methods of external and internal evaluation of education process control differ by criteria indicators. As a result all internal evaluations obtain external trend.

7. Normative documents regulating education process use only quantitative indicators of time, output volumes, units of technical equipment, number of text-books and other education literature, students enrolments and graduates numbers, quantities of employed graduates.

8. There are no methods of education content quality evaluation, vocational school ability to correct or change academic specialties in a flexible way.

9. Vocational schools have no methods of education process management evaluation.

All above mentioned features indicate unsolved problems which can be classified by degree of cooperation between consumers and human resources producers at the market of education services, vocational schools and education management departments. In Kazakhstan there is no state doctrine for any sector of education but normative document regulating activity of vocational schools have been developed. There is a gap between actual conditions of vocational school activity and objectives of executive education bodies in charge for human resources training. Decrees adopted by the government are directed rather at provision of vocational schools functioning than this education quality improvement.

Thus the problem of vocational education quality is still a problem for Kazakhstan vocational schools. The best option is to address most urgent problems. One of them is how to improve quality of vocational education which can be solved by improvement of management and education process organization in vocational schools and to do that the schools need vocational education management quality control methodology. This would enable vocational schools to find ways of vocational schools quality improvement without participation of higher bodies. That will happen before appearance of external evaluation methods directed at such result achievement.

Comparative analysis of primary vocational education institutions activity parameters shows the basic trend which is orientation to quantitative criteria.

Parameters of Primary Vocational Education Institutions Activity Evaluation
(Comparative Data)

Criteria of Vocational and Technical Education Institution (the FSU Gosprofobr’s Order N° 93 dated 6 June 1978)

The List of Materials Required for Education Institution Attestation Commission (the MOES Order N° 99 dated 13 December 1999)

Quantitative

Qualitative

Quantitative

Quantitative

1. Admission projection
2. Students performance and attendance
3. Indicators of education and material base
4. Curricula and education programs
5. Completion of education and practice work
6. Practical activity plan
7. Theoretical education planning and registering
8. Vocational schools activity plan
9. Vocational school internal control planning
10. Methodology activity
11. Students’ lives and health protection
12. Financing

1. Engineering and pedagogic staff
2. Quality of lessons
3. Quality of practical training
4. Knowledge and skills level
5. Ability to solve production tasks
6. Invention and production methods improvement ability
7. Quality of lessons in theory
8. Organization of additional education and out-of class events
9. Scientific organization of pedagogical activity
10. Teaching staff training and retraining

1. License
2. Statutes
3. Normative documentation on education process organization
4. Self-attestation materials
5. State standards
6. Curricula
7. Education programs
8. list of education labs
9. Library stock
10. Orders on applicants admittance
11. Rules of admittance to vocational schools
12. Results of students intermediate attestations
13. Orders on state commission chairman appointment
14. Orders on diploma work theme endorsement
15. Specimen of vocational school graduation certificates
16. Information on graduates employment
17. Statistics forms
18. Report on imperfection removal

1. Forms of control institutions for attestation
2. Methodology manuals for students original work organization

Subtotal: 12

10


2.

TOTAL: 22

20

One can see that the following criteria are not used in vocational education management evaluation:

- vocational school activity goal;
- external links of vocational school;
- management decisions planning;
- terms of funding;
- students’ involvement in collective activity;
- quality of practical work technical component;
- efficiency of inspection activity and many other components.

The following criteria can be used to change the situation for better:

1. Human resources training to orders of enterprises, organizations or according to individual applications of students.

2. Teaching staff of sufficient vocational pedagogic qualification.

3. Stock of education and planning documentation meeting standards of vocational education and employers requirements.

4. Education process provision with text-books and educational aids content meeting modern production technology process and equipment requirements.

5. Education process provision with educational and visual aids in conformity with requirements of education and planning documentation.

6. A possibility to practice on up-to-date industrial equipment and technologies.

7. Employer participation in identification of vocational education content.

8. A possibility to organize practical sessions at operating enterprises.

9. Human resources training contracts with employers.

10. Qualitative indicators of graduates employment to applications of employers and individual employment search.

11. Internal audit methodology of vocational education quality at vocational schools.

Most part of the enumerated and other criteria reflecting new approach to vocational education quality evaluation is presented in the Education and Methodology Package designed under this project (see Section 7 of the Report).