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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:

1. Introduction

This report has been prepared by experts of the National Observatory assisted by UNESCO under the international project called Vocational Education and Training Quality Control: Approaches to Self-Evaluation Methodology. Heads of Almaty City vocational education institutions contributed in the project too. They tested the proposed methodology and made valuable proposals to improve it.

The main point of the Project is to assist development and implementation of modern approaches to primary vocational education and training institutions self-evaluation as an efficient instrument of education process quality using domestic and international experience. Conclusions and recommendations of the project study called Kazakhstan Mobile Training Group conducted by the NOC experts in 20001 supported by UNESCO were very much valuable. The experts also used Thailand and Australia Vocational Education Systems Quality Control Reviews which was rather helpful. The experience of these countries shows that management efficiency of any organized systems is identified by their ability to use internal and external capacity of these systems directed at improvement of their services. What is meant is quality aspects which reflect the degree of the services conformity to internal conditions (education ones in this context) on one hand and consumers demand on the other hand. One more aspect of proposed education services becomes of much importance in the national current economy situation - their accordance with the labor market requirements and employers demands. So, first of all we have to find out how efficient a vocational education institution uses its capacity to provide education services of such quality which enables its graduates to find employment. Conduction of education institutions activity system self-evaluation is the first and most important step to address this issue of education and management.

Unfortunately the practice of the last years shows that only a few vocational schools possess qualitative and up-to-date information base on itself, education process and its activity results. On the whole most schools and lyceums face difficulties in organization and conduction of purposed and flexible self-evaluation. As a result management of the education institutions has no idea about their advantages and imperfections, human resources and students. As a rule teachers are not informed about strategy, organization policy and students prove inactive and unequal participants of the education institutions activity. All this slows down their adaptation to the new social and economy conditions in general and the labor market needs in particular.

In line with above mentioned the key sections of the project were built on the study of the current situation in the primary vocational education, methodology design and description, self-evaluation technology and procedure implementation, preparation of education and methodology package (EMP) containing materials for vocational education institutions heads training in conduction of management and education activity basic components study.

Education quality control is considered by modern national and foreign vocational education theorists and practical specialists to be the most important condition of continuous improvement which gives education institution a practical instrument to provide conformity and foresee upcoming needs of students and employers. This practical instrument is management which requires all members of education institution participation in its continuous development being responsible for their actions.

As it was mentioned above the main result of the expert group work was materials prepared as a package of documents foe practical use by vocational education and training institutions. This report includes methodology, theory, analytical and practical materials which reflect issues of vocational education sector management, basics of self-evaluation methodology, results of its testing, description of vocational education institutions cooperation with employers in renewal of education services, conclusions and recommendations made during workshops and roundtables. We consider results of this project to be one of possible action directed at achievement of such primary goal as vocational education quality improvement.

We hope that this study will prove helpful methodology to make instrumental managerial decisions reflecting needs of all participants of primary vocational education institutions and other interested parties.

The Project Working Group expresses warm thanks to UNESCO for the possibility to partake in the development of vocational education management process via self-evaluation. We would like to thank Mr. M. Perera, Chief of Education Sector UNESCO/Paris for his assistance in the Project methodology development and the possibility to study international experience gained in this sector of education. We also extend our gratitude to Mr. J. Sequeira, UNESCO Representative to Kazakhstan and Ms. A. Khalofova, UNESCO Program Assistant for the support and assistance in the implementation of this project.