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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.)
View the document(introduction...)
View the document1. Introduction
View the document2. The Project Subject, Goals and Objectives
View the document3. The Project Implementation Process Description
Open this folder and view contents4. Vocational Education Sector Management Study and Evaluation
Open this folder and view contents5. Methodology Basics of Primary Vocational Education and Training Institutions Self-Evaluation
Open this folder and view contents6. Self-Evaluation Education and Methodology Package (EMP): Structure, Content, Technology and Procedure
View the document7. Results of the EMP Testing in Primary Vocational Education Institutions. Workshop Summaries and Recommendations
View the document8. Vocational Education and Training Organizations Experience of Cooperation with Employers in Renewal of Education Services Content and Ways of Their Quality Control Evaluation
View the document9. The Project Implementation Main Results. Proposals on Further Activity Development
View the document10. References:
View the document11. Glossary
View the document12. List of Abbreviations
Open this folder and view contents13. Annexes:

8. Vocational Education and Training Organizations Experience of Cooperation with Employers in Renewal of Education Services Content and Ways of Their Quality Control Evaluation

Preparation of Information and Analysis Paper was one of the Project’s conditions and objectives. The document had to be prepared on selective study results of vocational education curricula and syllabuses reflecting possibilities and methods of employers and other interested organizations attraction to these components content revision. This section can be considered as an example of a main link selection based on results of internal and external conditions of primary vocational education institutions activity in the expanding market. To our mind such work is successfully implemented in vocational lyceums N° 1 and 10 and vocational school N° 18 of Almaty City.

The Study General Results

Vocational Lyceum N°1 produces specialists for hotel and restaurant business. Its partners are the biggest hotels of Almaty City such as the Otrar, the Dostyk, the Almaty the Kazakhstan, the Ankara, the Astana, branch N°1 of the Presidential Apparatus Adminisration, the Alatua Sanatorium and such restaurants like the Prussia, the Kazzhol and some others. These are leading enterprises of hotel and restaurant business of Almaty city. The point of the cooperation is that the lyceum is in charge for theoretical training of the students and the enterprises implement practical training of the students. Interaction and participation of each party is coordinated by specially established Working Groups which operate as a functional and organizational structure of the social partnership. Revision of the curricula and syllabuses directed to meet the labor market and the students’ needs is made mainly according to recommendations of this Group.

The cooperation between the lyceum and the enterprises started from the curriculum and syllabuses study. According to the enterprises proposal the continuation of the education course was increased by 50% for practical training at the enterprise. The lyceum and the enterprises concluded contracts on specialists joint training stating the parties responsibilities. According to the contract the enterprises pay to the instructors, the also cover students’ meals and transport fairs during practical training. The students are paid for their labor if included in the pay rolls during the practice.

The lyceum’s masters and teachers passed two weeks practice at the enterprises. The enterprises offer students to pass practice in selected specialties. Much attention is given to training and graduation exams conduction carried out according to new unconventional method. The goal of the graduation exams is to identify qualification level and preparedness of the graduates to employment. Practical component of the graduation exam is fulfilled at the enterprise. 50% of the expenditures born by the enterprises.

All above mentioned forms of cooperation are reflected in the net example demonstrating technology of education and planning documentation on training of Hotel and Restaurant Business Specialist.

A Creative Group composed established to design the education and planning documentation. The Group is composed of the enterprises’ leading specialists and the vocational institution’s teachers and practical work masters, 11 persons in total including 5 specialists of the enterprises. The work was done in the following seven stages.

· The 1st stage included conduction of a workshop for the Creative Group which was called Requirements to the Education and Planning Documentation.

· At the 2nd stage the Creative Group studied framework education plan designed in Germany and education and program documentation developed by Moscow and Kiev colleges for hotel and restaurant business specialists training.

· The Working Group designed the documentation for specialists combining a few adjacent specialties taking into account today’s requirement of the labor market. Therefore at the 3rd stage 5 qualifications were identified for future specialists in hotel and restaurant business. They include such specialties as maid, receptionist, bartender and restaurant manager.

· At the 4th stage the Group carried out a production analysis and identified a list of required professional knowledge and skills and made a chart of the requirements indication the consequence of the technology components. The Group designed qualification description of hotel and restaurant business specialist training.

· During the 5th stage the Group developed a standard curriculum which was considered and endorsed by the Methodology Council of the Education and Science Ministry. A number of education courses were included in the curriculum according to the proposal made by the Working Group. The courses included study of such subjects as economy of planning and economy activity analysis, foreign currency accounting, foreign banknotes, basics of management, marketing etc.

· At the 6th stage the Working Group designed syllabuses for each subject according to the curricula.

· During the 7th stage the Group developed a plan of complex methodology provision.

This scheme was used to design curricula and syllabuses for other new professions of primary vocational education, for instance such as guide, tourism agent, insurance agent, computer maintenance technician.

The experience obtained during this work shows that on the whole the students training at the lyceum meet requirements of the changing economy. The graduates’ qualification meets requirements of international standards. This is exactly what the students and the employers need.

2. VS N°18 has 40 years experience in training of specialists for catering and trade sectors. This school’s graduates work at most enterprises of Almaty City. Today the school has links with 120 catering and trade enterprises which include the Sulu Restaurant, restaurants of the Ankara and Astana hotels, the Dastarkhan food stores and restaurants system and many others. Cooperation between the schools and enterprises are discussed during the contracts conclusion. The contracts provide the schools responsibilities during the students’ practical work as well as the enterprises’ responsibilities to provide safe working places to the students during the practice sessions. The school is authorized to recall its students if some enterprise fails to observe conditions of the contract. The school’s Practical Work Masters supervise the students’ performance together with the enterprise’s workers.

The work directed at the curriculum and syllabuses revision became an important component of such cooperation due to needs of employers. An analysis of these needs was carried out under the Labor Market Study ETF-NOC Project (1999). A round table was conducted with participation of over 50 employers to facilitate the revision. The work resulted in design of module programs for students training in profession of cook and now about 240 students are trained I these module programs. Development of such programs is one of the results achieved by the school during participation in the Module Programs ETF-NOC Project (2000).

The revised programs have included such subjects as Professional English, Cooking Technology in Foreign Countries, PC Knowledge, New Dishes Recipes, Knowledge of Foreign Companies’ Equipment and some others.

This practice of cooperation in training produce good results and most valuable of this partnership between vocational school and enterprises is employment of the graduates. More than 50% of the have been employed by the enterprises. About 30% of the students obtain references from supervisors of practical work session and get employment at other enterprises. The rest find jobs via employment centers during 1-2 months.

3. Problems of vocational training quality have always been critical due to the following trends:

- new production technologies;
- new requirements to occupational skills of young specialists;
- new approach to personal qualities of young specialist;

Constantly changing situation at the labor market requires new forms of cooperation with employers including the following:

- Regular Commission for Diploma Projects Defense which requires presence of the enterprise representative;

- Annual School’s Contest called The Best in the Profession;

- VS N°10 graduates annual meetings with employers prior to pre-diploma practical sessions;

- Links with the Association of Almaty City Enterprisers;

- Excursions to the enterprises;

- participation at a session of the Timber and Furniture Producers’ Association;

- appointment of tutors to students during practical session at the enterprises;

- questionnaires completion by employers;

- discussions between the VTS-10 staff and the students after practical sessions;

- monthly sessions of the m/commission, special technology teachers and masters of practical training.

- round tables

- workshops with students of I,II,III cycles.

The following changes can be considered the result of this activity:

- revision of separate themes of vocational education subjects;
- revision of thematic plan by professions (academic hours);
- new technologies mastering by professions;
- practical training material base renewal at training shops;
- more attention to technical terminology at English and Kazakh languages lessons;

Our school maintains relations mainly with the same enterprises since consecutive cooperation with these partners facilitates adaptation at a new job, new collective and assists development of personal qualities.

The list of examples can be extended. Anyway what is the most important that’s concrete confirmation of possibility and efficiency of cooperation between vocational education institution and enterprises in improvement of curricula and syllabuses which provide call for graduates of these education institutions at the labor market.

It should be noted that positive results of above education institutions activity were achieved mostly by high quality information provision of these institutions’ heads decision making process. In other words systematic self-evaluation of undertaken activity is considered by them an efficient method of education and training efficiency in the new reality.