Quality assurance in vocational training
Quality assurance in vocational training serves to enable high-quality training that qualifies on the labor market .
Political background
In 1969, quality assurance was first observed in vocational training in Germany. These include the “Recommendation on the Improvement of Apprenticeship Training ” and the Vocational Training Act (BBiG), which was passed in August 1969. The Federal Institute for Vocational Education and Training (BIBB) has been conducting research on this topic since 1988. In general, one can say that quality assurance in vocational training has again been given a more central role in the discussion about vocational training since the 1990s. With the Lisbon process, which began in 2000, the EU set itself the goal of becoming a “knowledge-based economic area”. This is accompanied by the demand for the modernization and continuous improvement of the vocational training systems. A European frame of reference and a common European understanding of quality should support the EU member states . In 2005 the Vocational Training Act (BBiG) was amended, which means that quality in training is of greater importance. The aim of quality assurance in vocational education and training is described in Section 1 of the BBiG with the acquisition, maintenance and adaptation of professional capacity to act. In 2010, the EQAVET process was established as part of the strategy described above . This process is based on the following basic idea: At this point it is not a priority, if not unnecessary, to agree on which explicit quality term is used - because there is still no final general definition in the specialist literature. It is much more important to realize that quality assurance is important and that there is agreement on it. As a result, the Federal Ministry of Education and Research ( BMBF ) has defined the concept of quality in the context of vocational training - based on the BBiG:
- “Quality in in-company training means ensuring the high quality of the training process in such a way that the trainees are qualified to cope with the relevant professional work tasks without errors after completing their training. This requires a high quality of input, process, output and outcome. "
In order to have contact persons in the individual nations in questions of quality assurance, it was recommended in 2005 to set up national reference points; DEQA-VET was founded in August 2008 as a German reference point. Since 2010 the members of the EQAVET network have been required to set up these reference points.
Vocational training in Germany
Almost all training occupations in Germany are designed for the so-called dual system . This means that there are two places of learning - the vocational school and the company providing training. In a European comparison, the German vocational training system can be viewed as a special feature, because the division of learning locations is not such an important part of other vocational training systems. Due to the cultural sovereignty of the individual federal states, educational policy in Germany is very complicated, because responsibility for vocational schools lies with the federal states and that of extracurricular - and thus also company - education lies with the federal government. The extracurricular education is regulated by the BBiG. The company as a place of learning is relatively autonomous during training compared to a vocational school, with laws and regulations also contributing to quality assurance here. The reasons for training a company are mostly to meet your own need for qualified specialists and thus to know guaranteed flexible employability of self-trained specialists. So from a company perspective, training can definitely be seen as an investment in the future. In addition, there is the social responsibility towards society and the trainees that you have as a company.
actors
In addition to the companies providing training and the vocational schools, the German vocational training system is shaped by many actors. The BIBB, the BMBF, the Standing Conference (KMK), the federal ministries, the Federal Employment Agency (BA) and the social partners are involved. Among other things, the BIBB is responsible for preparing training regulations and developing and promoting vocational training. The KMK mediates between the individual countries and tries to coordinate educational policy with one another. The BMBF is responsible for the design of the BBiG and the Federal Employment Agency advises, arranges and promotes vocational training. The respective ministries recognize the training occupations as such. The social partners are represented by employee and employer organizations. The chambers (e.g. the Chamber of Crafts or the Chamber of Commerce and Industry ) also have the task of monitoring the training companies and checking them for suitability.
Regulations and laws
Most important in terms of regulation is the BBiG. It contains a comprehensive set of instruments for quality assurance in vocational training. Among other things, it defines national standards and provides the examination framework. In addition, the bodies responsible for ensuring the professional suitability of the trainers and their duties are named. A common goal of the BBiG with the social partners, the federal states and the BIBB is to develop procedures for external evaluation and quality assurance. These instruments should be practicable and useful for ongoing quality assurance. Further ordinances and laws are the Crafts Ordinance (HWO), the Instructor Suitability Ordinance (AEVO), the Youth Labor Protection Act (JArbSchG), the Advancement Advancement Promotion Act (AFBG), the Distance Learning Protection Act (FernUSG) and the Works Constitution Act (BetrVG).
Approaches to quality assurance
- Support for in-company training by chambers
- Comparison of training between companies and with standards by the chambers
- Orientation of vocational school lessons to company practice
- Establishing the framework conditions by companies
- cooperative company training structure
- Monitoring and control of the learning process by companies and schools
- Trainees assume responsibility for training
Quality assurance elements in the vocational training system
In order to ensure the quality of vocational training, there are some guidelines and standardizations to support training companies. These include, for example, the nationwide training regulations. This defines qualifications, the structure of the training and the training requirements. In addition, examinations are carried out by the chambers in order to guarantee the independence of teachers and trainers. The local chambers monitor whether companies are suitable for training and whether the training contract is adhered to. Another quality assurance element is the declaration by the companies that they train voluntarily. The companies demonstrate this voluntariness by bearing the costs of the training and paying the trainees remuneration. In addition, the company must guarantee that the trainee can attend vocational school.
What should you pay attention to during the training from the perspective of the trainer?
The aim of the training is to acquire the professional ability to act . In order to achieve this goal, it can be very useful if the trainee is involved in larger work tasks and can plan, carry out and control the work independently. Clear work instructions are very helpful, but work errors must also be factored in and accepted. The supervision should be professionally and didactically competent and permanently present. In addition, the results must be discussed between the trainee and the trainee. Regular feedback from trainees also contributes to a higher quality training.
Models and indicators for quality measurement and assurance
The Deming circle is widespread and well known . This describes a cycle of quality assurance, in which one plans, carries out, checks and implements. When this process has been completed, you start all over again. The idea of a spiral of quality is, however, also correct. Instruments for quality improvement are considered, implemented and the result checked. So the quality is developing to an ever higher level. There are also ten indicators of the EQAVET process, provided by the above-mentioned European framework, which can be applied to one's own training process. Then you can check where there is still room for improvement and where the right methods for quality assurance are already being used.
Quality assurance objectives
So far, it has not yet been discussed what exactly quality assurance should be used for. Obviously the point is that the training process should be improved in order to improve the quality of the learning outcomes. Furthermore, trainees are to be enabled for lifelong learning. It is also intended to reduce the dropout rate. In order to further spread quality assurance in the companies, a practical instrument for quality assurance must be developed.
Quality in practice
business
General
More than 60% of large companies have undertaken quality assurance activities in recent years. In the case of medium-sized companies, the activities amounted to around 45% and in the case of small and very small companies, it was only 25% that consciously made quality assurance an issue.
A large number of specific measures can be mentioned here: The training concepts were designed to be more business and process-oriented, the training staff attended specialist, pedagogical and didactic training courses. Project work was included as training methods, and the training content was also developed with the trainees at internal and external seminars.
Understanding of quality in companies
Often the focus is on the customer and wants to be satisfied. From a business point of view, this is completely understandable, so that this customer orientation occurs many times over. The outcome orientation - the trainee can apply what they have learned in their later professional life - still has a reason to be relatively common, but the process orientation is losing weight. Process quality means the quality during training, e.g. direct teaching-learning interactions. The output orientation - how do you finish the final examination and thus the training - is limited in most companies to passing the final exams.
But if a company has more goals for the trainees than just passing the exams, then these are usually the following: The job should be enjoyed, one should be able to adapt quickly to new working conditions and requirements. In addition, you should be able to solve difficult tasks independently and want to stay up to date with the latest professional developments, and you should be able to acquire useful qualifications on the job market. All of these aspects should ultimately guarantee professional qualifications.
Quality-relevant structures of in-company training
It is not only important how a company integrates trainees into everyday work, but also what is offered in the company for better quality and how the company is supported in this. The employee must primarily be familiar with the training tasks and must have experience with them. For this purpose, the formal qualification of the completed trainer aptitude course is required. Unfortunately, this does not always work in smaller companies due to limited resources.
The companies are supported by guidelines, checklists and procedures for self-assessment. There are also training plans that can be drawn up by the companies themselves, but can also be made available by the chambers.
Demand and reality in terms of in-company training quality
The input quality is intended to describe what external requirements exist before the start of the training. This includes material, organizational and personal requirements. The companies are usually very satisfied with the material and organizational equipment, but there are deficits in terms of personnel. Technical and didactic qualifications are considered important, but further training in pedagogical areas usually only has a secondary priority. The conception and control of the training is part of the process quality. This means that there is someone in the company who is always available to trainees and who helps immediately with problems and who also gives positive feedback on good performance. In addition, there should be a focus on training rather than value creation.
In practice, the report book is not of great importance for quality assurance. Often times it is not seen as evidence of the quality of training.
Another aspect of process quality is the didactic and methodological design of the training. With the help of didactics, the quality of training can be improved in several ways. In this way, learning objectives can be agreed, conveyed in the context of action and supported in the event of problems during the training as well as in private.
The training is also methodologically very flexible: Carrying out project work, demonstrating and imitating, conducting teaching discussions and using self-study programs.
In addition, it is necessary for trainees to contribute themselves. This can take the form of feedback on training courses or the like, or by demanding explanations and bringing in your own ideas.
In reality, however, many of these options are not implemented because often only a few resources are available. Quality management systems are mainly used by large companies. Input and process-related quality are of paramount importance, but are not sufficient, and with regard to output quality, professional performance has top priority. Cooperation with the other actors in vocational training is perceived as mediocre by the companies: 25% are satisfied and 12.5% are dissatisfied with the cooperation with the vocational schools. 20% of the chambers are satisfied and 25% are dissatisfied. The companies are even more dissatisfied with the cooperation with the Federal Employment Agency: 10% satisfied and 30% dissatisfied.
professional school
In general, it can be said of quality assurance at vocational schools that this is ongoing. For example, the EFQM quality management system has been mandatory at vocational schools in Lower Saxony since 2005 (cf. Gonon 2008, p. 98).
It can be added that vocational schools see themselves as modern service providers who have to react to constant change and development. This requires quick and effective adjustments. With quality management systems, process-oriented school management and pedagogical-didactic school development can be linked. This ensures systematic action when solving problems, and the documenting methods can be used to measure the achievement of goals.
Individual evidence
- ↑ "Recommendation for improving apprenticeship training" (PDF; 941 kB) Accessed on September 21, 2011. Dead link!
- ↑ Resolution of the Vocational Training Act (PDF; 91 kB) Retrieved on September 21, 2011.
- ↑ Lisbon Process.Retrieved September 21, 2011.
- ↑ Quality in Vocational Education and Training ( Memento of the original from May 25, 2011 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 683 kB) Accessed September 21, 2011.
- ↑ Development of DEQA-VET ( Memento of the original from August 20, 2011 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved September 21, 2011.
- ↑ Reasons for a company to train (PDF file; 2.0 MB), accessed on September 21, 2011.
- ↑ Quality assurance by the BBiG (PDF; 941 kB) Retrieved on September 21, 2011.
- ↑ Approaches to quality assurance ( page no longer available , search in web archives ) Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. Retrieved September 21, 2011.
- ↑ What can you pay attention to? ( Page no longer available , search in web archives ) Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. Retrieved September 21, 2011.
- ↑ Models for quality measurement ( Memento of the original from May 25, 2011 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 683 kB) Accessed September 21, 2011.
- ↑ Quality assurance in companies (PDF; 941 kB) Retrieved on September 21, 2011.
- ↑ Understanding of quality ( Memento of the original from May 25, 2011 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 683 kB) Accessed September 21, 2011.
- ↑ Quality- relevant structures (PDF file; 2.0 MB), accessed on September 21, 2011.
- ↑ Reality of in-company training quality (PDF file; 2.0 MB), accessed on September 21, 2011.
- ↑ Quality management in large companies ( Memento of the original from May 25, 2011 in the Internet Archive ) Info: The archive link was automatically inserted and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF file; 683 kB), accessed on September 21, 2011.
- ↑ Quality aspiration and reality (PDF file; 2.0 MB), accessed on September 21, 2011.
- ^ Gonon, Philipp (2008): Quality assurance in vocational education. A balance sheet. In: Zeitschrift für Pädagogik, 53 (2008), pp. 96-107.
- ↑ Quality management at vocational schools in Saarland ( page no longer available , search in web archives ) Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF file; 1.1 MB), accessed on September 21, 2011.
