During this research have been interviewed a total of 65 directors, 58 quality coordinators, 130 teachers and 369 students.

Transcription

1 RESEARCH OUTCOMES ON VOCATIONAL SCHOOLS AND THEIR CONCERNMENT ON QUALITY ASSURANCE, NATIONAL QUALIFICATIONS FRAMEWORK AND NATIONAL QUALIFICATIONS AUTHORITY 20 January

2 1. RESEARCH OBJECTIVES Research conducted in 65 vocational schools in Kosovo, aimed to understand the concernment of their representatives about Quality Assurance (QA), National Qualifications Framework (NQF) and the National Qualifications Authority (NQA). In each school are scheduled to be interviewed: the director of the school, quality coordinator, two teachers and six students (two students from each level). During this research have been interviewed a total of 65 directors, 58 quality coordinators, 130 teachers and 369 students. 2. RESEARCH OUTCOMES The research was conducted in 27 Kosovo municipalities which are presented in the graph below, where you can see the number of schools where the researches per municipality were conducted. Graph 1. Municipalities where the interviews were conducted 2

3 I. QUALITY ASSURANCE From the interviews conducted in the field, in 65 targeted schools, we have received different views on quality assurance in their schools, opinions which come from directors, quality coordinators, teachers and students. On the perception whether there is quality assurance in their schools, we can see that 60% of directors, 59% of the coordinators, 62% of teachers and 47% of students feel that their school has sufficient Quality Assurance. While, 35% of directors, 27% of the coordinators, 25% of teachers and 25% of students think that there is a lot of quality insurance. Based on these data, we can say that more than half of the respondents have the same opinion on the perception of the existence of quality assurance in their schools. Graph 2. Quality assurance, according to directors Graph 2a. Quality assurance, according to coordinators 3

4 Graph 2b. Quality assurance, according to teachers Graph 2c. Quality assurance, according to students When asked "Who do you think is responsible for the internal quality assurance in your schools?" The following responses were received: 1. Directors: 68% of them think that directors themselves together with coordinators, teachers and certain groups are responsible, 26% think that the entire management staff and schools teachers are responsible and 6% of them think that teachers, pedagogues and several other factors are responsible. 2. Coordinators: 27.5% of them think that directors and teachers are responsible, 27.5% think that school management is responsible, 25% think that quality coordinator and the school manager are responsible, 10% think that teachers are responsible and 10% think that the board, working groups and all employees are responsible. 3. Teachers: 33.3% of the teachers think that the director and quality coordinator are responsible, 29.1% think that management and the school employees are responsible, 26.3% think that the staff, competent bodies, and working groups are responsible, 8.3% think that the education department, school directorate, and MEST are responsible, while 3% thinks that others are responsible. 4

5 4. Students: 49.1% of students think that principal and teachers are responsible, 20.1% think different such as: MEST, school guards, students, the pedagogue, the school itself and police, etc. 14.2% believe that the school directorate and staff are responsible, 8.5% believe that employees are responsible, 5.1% think that coordinators are responsible, and 3% of them do not know at all. When asked if they had knowledge that their school has the quality assurance coordinator, from the answers it results that: 88% of the directors, 75% of teachers and 48% of the students were aware on the quality coordinator in their schools. In the following graphs we may also see other percentages that answered with a NO, I do not know, or did not provide any response. 5% of directors and 2% of students did not answer. (See graphs 3/3a/3b/3c) Graph 3. Directors awareness about the quality assurance coordinator Graph 3b. Teachers awareness about the quality assurance coordinator Graph 3c. Students awareness about the quality assurance coordinator 5

6 When asked: through which mechanisms can the quality assurance increase, the responses obtained indicate that: -34% of directors, 39% of coordinators, 38% of teachers, and 40% of student have selected the option adequate training -28% of directors, 29% of coordinators, 26% of teachers, and 20% of student have selected the option Self-Assessment Report. -26% of directors, 20% of coordinators, 23% of teachers, and 23% of student have selected the option Awareness of management staff. (See graphs 4/4a/4b/4c) Graph 4. Mechanisms for increasing quality assurance according to directors Graph 4a. Mechanisms for increasing quality assurance according to coordinators Graph 4b. Mechanisms for increasing quality assurance according to teachers Graph 4c. Mechanisms for increasing quality assurance according to students Respondents were asked, "Has it been worked towards better awareness on practices and implementation of quality assurance by your institution?", and from answers obtained, we may see that all four categories (directors, coordinators, teachers and students) think that working in this direction has been sufficient. 6

7 In the following graphs it may be seen that 60% of directors, 54% of coordinators, 49% of teachers and 38% of students think that it has been worked sufficiently. Other percentages for each category could also be seen, where we can understand that there are such coordinators (3%), teachers (1%) and students (5%) who are not at all aware of this phenomenon. (See graphs 5/5a/5b/5c) Graph 5. Directors opinion on the work done towards quality assurance awareness by their institution Graph 5a. Coordinators opinion on the work done towards quality assurance awareness by their institution 7

8 Graph 5b. Teachers opinion on the work done towards quality assurance awareness by their institution Graph 5c. Coordinators opinion on the work done towards quality assurance awareness by their institution Opinions of directors, coordinators, teachers and students, whether it has been worked towards receiving knowledge about practices and implementation of Quality Assurance from respective institutions, such as: the National Qualifications Authority and MEST, the answers obtained were mainly 'sufficient' excluding only students who think that a 'little' work has been done in this regard. From the graphs below we can see that 52% of directors, 45% of coordinators and 42% of teachers think that it has been worked sufficiently, whilst 40% of students think that a little work has been done. We can say that a large percentage of directors (34%), coordinators (43%) and teachers (39%) think that a little work has been done in this direction. (See graphs 6/6a/6b/6c) 8

9 Graph 6. Directors opinion on the work done towards quality assurance awareness by other institutions (NQA, MEST) Graph 6a. Coordinators opinion on the work done towards quality assurance awareness by other institutions (NQA, MEST) Graph 6b. Teachers opinion on the work done towards quality assurance awareness by other institutions (NQA, MEST) Graph 6c. Students opinion on the work done towards quality assurance awareness by other institutions (NQA, MEST) II. SELF-ASSESSMENT REPORT If we compare how well informed or how familiar, directors, coordinators, teachers and students for self-assessment report are, we can see that 52% of directors and coordinators say they have much knowledge about this report, while 51% of teachers say they know sufficiently and 32% of students say they know little about this report. (See graphs 7/7a/7b/7c) 9

10 Graph 7. Directors awareness on self-assessment report Graph 7a. Coordinators awareness on self-assessment report Graph 7b. Teachers awareness on self-assessment report Graph 7c. Students awareness on self-assessment report On the question "Who do you think is responsible for developing the self-assessment report", the following answers were obtained: 1. Directors: 48.5% of them think that the director and the coordinator are responsible, 14.2% think that working groups are responsible, 8.5% think that teachers are responsible, and 5.7% think that MEST is responsible, while 23.1% think that others are responsible. 2. Coordinators: 59.5% of them think that the director and the coordinator are responsible 9.5% think that management is responsible, 7.1% think that working groups are responsible, 4.7% think that MEST is responsible, whereas 19.2% think that others are responsible. 3. Teachers: 38.5% of them think that directorate and coordinators are responsible, 15.7% think that management and teachers are responsible, 11.4% think that working groups are responsible, 7.1% think that MEST is responsible, while 27.3% think that others are responsible. 10

11 4. Students: 34.2% of them think that directorate and coordinators are responsible, 14.4% think that management and teachers are responsible, 11.1% think that working groups are responsible, 6.5% think that MEST is responsible, 17.1% do not know, while 16.7% of them think that others are responsible. III. NATIONAL QUALIFICATIONS FRAMEWORK Regarding the National Qualifications Framework, various answers have been obtained where it can be seen that all four categories are satisfied with functioning of this framework. -31% of directors and 35% of coordinators have heard about the National Qualifications Framework in Whereas 22% of teachers have heard in 2011 and 26% of students have heard in A large number of students (47%) have not heard at all of the National Qualifications Framework. (See graphs 8/8a/8b/8c) Graph 8. When did directors heard about NQF Graph 8a. When did coordinators hear about NQF 11

12 Graph 8b. When did teachers hear about NQF Graph 8. When did students hear about NQF When asked, through which forms have they heard about the National Qualifications Framework, 40% of directors responded that they had heard from the seminars / conferences, 41% of coordinators responded that they have also heard from seminars / conferences, 25% of teachers responded that they have heard from colleagues / friends, and 49% of students responded that they have never heard, while 12% of them responded that they have heard through the internet. (See graphs 9/9a/9b/9c) 12

13 Graph 9. Ways of hearing about NQF Directors Graph 9a. Ways of hearing about NQF - coordinators Graph 9b. Ways of hearing about NQF-Teachers Graph 9c. Ways of hearing about NQF Students The main component of the National Qualifications Framework, according to four categories (directors, coordinators, teachers and students) is Certification. We can see that 38% of directors, 59% of the coordinators, 47% of teachers and 34% of students say that the main component of the National Qualifications Framework is Certification. (See graphs 10/10a/10b/10c) 13

14 Graph 10. NQF`s main component, according to directors Graph 10a. NQF`s main component according to coordinators Graph 10b. NQF`s main component according to teachers Graph 10c. NQF`s main component according to students 14

15 IV. NATIONAL QUALIFICATIONS AUTHORITY Some of the questions in this interview are also related to the National Qualifications Authority. The respondents were asked of what function does the National Qualifications Authority conduct, and from the analysis conducted we can see that: 46% of directors 48% of coordinators and 42% of teachers say that the NQA performs functions of External Quality Assurance (Accreditation of VET providers) while 34% of students did not know and 31% of them said that NQF performs the function of Internal Quality Assurance. There are also directors (34%), coordinators (31%) and teachers (31%) who think that NQF performs the function of Internal Quality Assurance. In the graphs below you can see other percentages of what the directors, coordinators, teachers and students think about the function carried out by NQF (See graphs 11/11a/11b/11c) Graph 11. The function of NQF according to directors Graph 11a. The function of NQF according to coordinators 15

16 Graph 11b. The function of NQF according teachers Graph 11c. The function of NQF according to students V. PROVIDING CURRICULUMS BY TARGETED SCHOOLS For improvement of curriculum provision, 48% of directors, 48% of coordinators, 50% of teachers and 34% of students say that, so far, sufficient improvement has been done. 34% of students also said that the curriculum has improved a lot, compared to (18%) of directors, (16%) of coordinators and (20%) of teachers who say that it has been improved a lot. So, the students result to be more satisfied with the curriculum provided now. (See graphs 12/12a/12b/12c) 16

17 Graph 12. To what extent has the curriculum provision improved according to directors Graph 12a. To what extent has the curriculum been improved according to coordinators Graph 12b. To what extent has the curriculum been improved, according to teachers Graph 12c. To what extent has the curriculum been improved, according to students 17

18 When asked about how satisfied they were with the types of programs offered in their schools, 58% of directors said that they are sufficiently satisfied, 53% of coordinators and teachers said they are satisfied sufficiently, whereas 41% of students said they are very satisfied with the types of programs provided in their schools. (See graphs 13/13a/13b/13c) Graph 13. To what extent are directors satisfied with programs offered to their school Graph 13a. To what extent are coordinators satisfied with programs offered to their school 18

19 Graph 13b. To what extent are teachers satisfied with programs offered to their school Graph 13c. To what extent are students satisfied with programs offered to their school With vocational practice in schools, 49% of directors, 46% of coordinators, 39% of teachers are sufficiently satisfied, whilst 41% of students are very satisfied with it. (See graphs 14/14a/14b/14c) 19

20 Graph 14. To what extent are directors satisfied with vocational practices in their schools Graph 14a. To what extent are coordinators satisfied with vocational practises offered in their schools 20

21 Graph 14b. To what extent are teachers satisfied with vocational practices in their schools Graph 14c. To what extent are directors satisfied with vocational practices in their schools When students were asked whether they were part of any vocational practice outside of their school, in any business or enterprise, 49% of them responded that they have been, whereas 45% of them responded that they have never been part of such practices. (See graph 15) 21

22 Graph 15. Part of vocational practice outside of the school Students The responses of the students about their participation in vocational practices outside the school in any business, mainly are: several times, twice, many times, whereas very few of them responded with regularly, or every week. Students were asked "How many of them think that participation in workshops, businesses / enterprises help them gain vocational skills", and from the answers obtained we can see that 64% of them think that this practice / participation helps them a lot, while 3% of them think that this practice doesn't help them at all. 22

23 Graph 16. How much does participation in a business help students Starting from 83% of directors, 76% of coordinators, 85% of teachers and 70% of students think that qualifications obtained / provided by schools are in compliance with the the labour market demands. We can see that the four categories are satisfied with the qualifications offered / obtained from schools. On the other hand 9% of directors, 19% of coordinators, 5% of teachers and 10% of students did not believe such a thing (See graphs 17/17a/17b/17c) 23

24 Graph 17. Directors Qualification obtained from schools is in compliance with market demands Graph 17a. Coordinators - Qualification obtained from schools is in compliance with market demands 24

25 Graph 17b. Teachers - Qualification obtained from schools is in compliance with market demands Graph 17c. Students - Qualification obtained from schools is in compliance with market demands Whereas, when students were asked what they thought about the qualifications / curriculum, will it help them find jobs related to this occupation, we can see that 40% of students think that qualifications help to find jobs, while 4 % think that these qualifications do not help at all to find a job (see graph 18) 25

26 Graph 18. Students' opinions on the qualifications help towards finding a job Directors' opinions on the qualification of teachers for teaching is that: 55% of them think that teachers are sufficiently qualified, while 47% of the coordinators, 48% of teachers and 47% of students think that teachers are very qualified for teaching. 26

27 Graph 19. Qualification of teachers for teaching according to directors Graph 19a. Qualification of teachers for teaching according to coordinators 27

28 Graph 19b. Qualification of teachers for teaching according to teachers Graph 19a. Qualification of teachers for teaching according to students -37% of directors believe that staff training policies on continuous professional advancement are well respected. Also 36% of the coordinators, 38% of teachers think that these policies are respected enough. - Whereas 6% of directors, 3% of the coordinators and 7% of teachers think that these policies are not respected at all. (See graphs 20/20a/20b) 28

29 Graph 20. Adhering to staff training policy according to directors Graph 20a. Adhering to staff training policy according to coordinators Graph 20b. Adhering to staff training policies according to teachers 29

30 When directors, coordinators and teachers were asked on their opinion whether accessibility and reliability among the various training institutions increases with the accreditation process, we can see that 49% of directors, 55% of the coordinators, and 45% of the teachers think that yes, accessibility and reliability can be greatly increased with the accreditation process. (See graphs 21/21a/21b) Graph 21. Directors opinions on the accreditation process Graph 21a. Coordinators opinions on the accreditation process 30

31 Graph 21b. Teachers opinions on the accreditation process When directors, coordinators and teachers were asked of their opinion whether accessibility and reliability among the various training institutions and employers/businesses increases with the accreditation process, we can see that 49% of directors, 57% of coordinators, and 50% of the teachers agree that yes, accessibility and reliability between training institutions with businesses, can greatly increase through the accreditation process. 31

32 Graph 22. Increase of accessibility and reliability between training institutions and businesses according to directors Graph 22a. Increase of accessibility and reliability between training institutions and businesses, according to coordinators Graph 22b. Increase of accessibility and reliability between training institutions and businesses, according to teachers 32

33 Regarding the question whether they thought that the school is able to be part of the validation and accreditation process and inclusion of their qualifications in the National Qualifications Framework, 94% of directors, 93% of the coordinators, and 88% of the teachers said that yes, their school is able to be part of this process. Graph 23. Opinions of directors on participation of schools in validation and accreditation process Graph 23a. Opinions of coordinators on participations of schools in validation and accreditation process 33

34 Graph 23b. Opinions of teachers on participations of schools in validation and accreditation process Conclusions and Recommendations Quality Assurance Quality assurance aims to incorporate the quality of teaching, learning and administration process. Quality Assurance Office cooperates with management, administrative units, students and external stakeholders. Quality assurance is in compliance with European developments (the Bologna Process, "European Standards and Guidelines '). From researches conducted with directors, coordinators, teachers and students, we can see that most of them (about 80% ) are aware that quality assurance exists in their schools and only a small percentage (15% - 20% ) expressed the opinion that quality assurance exists at small extent, or does not exist at all in their schools. In order to better inform the school personnel and the students of vocational schools that quality assurance exists in their schools, there are possibilities such as: the organization of as many trainings possible and by using 'self-assessment report. It is essential to notify / train the schools management staff, due to the fact that it is the easiest way for other levels (teachers, students) to be informed and to use the methods that should be used in compliance with the quality assurance and establish a quality system in all school levels. Quality assurance should be continuous and this encourages further improvement, which can be done through training, distribution of leaflets and use of information in various spheres. From the responses received from respondents, we can see that 39% think that a little work has been done by MEST and NQA, and this causes the lack of comprehensive information at all school levels. Such a thing may be achieved if MEST and NQA use mechanisms that help on a broader information of qualified personnel of schools relating quality assurance, some mechanisms may be: trainings/working groups, distribution of leaflets in schools and beyond, 34

35 information through portals and newspapers, etc., which enables students, school staff and others to know more about implementation of quality assurance in local schools. Self-assessment report Self-assessment report is one of the best ways to increase the sustainability of programs / projects and to increase their quality. We can say that self-assessment report is to encourage cooperation and democratic processes in schools. Self-assessment empowers processes and outcomes, which over time will simplify the work in school and achieve positive results, both for teachers and students. Self-assessment report is a document that serves to analyze the situation and to reflect on how the unit performs its mission. The ultimate goal of self-assessment is to encourage all unit members to think that each of them is responsible for quality and for taking improvement measures. Regarding the self-assessment report, based on the answers received from the research conducted, the majority (around 80%) of the respondents said that they had knowledge regarding the 'self-assessment report', and they think that most responsible for compilation of this report is the school staff (principal, coordinator, management and teachers). Some of the respondents (4%) think that self-assessment report should be conducted by MEST. Self-assessment report is best to be compiled by management itself, director and coordinator of the school since they are aware of the necessary requirements for their schools. Once the self-assessment and data analysis is concluded, this report should be sent to NQA. What MEST can contribute to this process is, to insist on the introduction of this method in schools until it becomes part of the culture in all adequate educational institutions. Selfassessment report in adequate schools should also be provided by the law while introducing the controlling system and its inspection, which helps improve the quality. National Qualifications Framework National Qualifications Framework became operational in 2008, when the National Qualifications Authority was established. (22.25%) of the respondents said that that they were aware of the National Qualifications Framework since 2010, however, there is (1.25%) that first heard about it on We can say that only 1.25% of the respondents have heard about NQF since The above data shows that in a matter of four years, knowledge about NQF has increased for 21%. The best way to achieve a faster, broader and more effective update to appropriate persons that must definitely have information about NQF is creation of a short history including establishment data, how it is regulated by the law, and why is the National Qualification 35

36 Framework imperative for schools. To be distributed as much through seminars, leaflets, print and electronic media (these are some of the forms that were selected by respondents, of how they heard about NQF), which will keep them informed and aware on the importance of the National Qualifications Framework. According to respondents' answers, main components of the National Qualifications Framework according to them are as follows: 44.5% of respondents think that 'certification' is the main component of the National Qualifications Framework 25.5% of respondents think that the 'expected outcomes' is the main component of the National Qualifications Framework 13.75% of respondents think that the 'Labour Market' is the main component of the National Qualifications Framework 8% of respondents think that 'credit is the main component of the National Qualifications Framework National Qualifications Authority National Qualifications Authority or NQA is an independent public body, which is tasked to scrutinize national qualifications, and all this happens in cooperation with the Ministry of Education, Science and Technology, which has formed the NQA. National Qualifications Authority is a body that will work along with the Office of the Prime Minister and some other ministries. NQA operates since 2008 and was established as a result of the adoption of the Law on National Qualifications. The opinions of respondents about NQA's function, are as follows: External assurance, Internal assurance, Certifications of candidates, and Nostrification of diploma. The functions of the National Qualifications Authority are to: Define and certify diplomas - to be included in NQF, Adopt the approved qualifications - for inclusion in the NQF, Accredit and monitor assessment bodies, revoke accreditation of irresponsible bodies, 36

37 Conduct external quality assurance, Approve certificates and diplomas - issued for qualifications in NQF, and Maintain the database and evidence - of qualifications in NQF. In meetings/workshops organized by the NQA, or in leaflets distributed at schools, it is best to highlight these information on the importance and the functions that NQA has. This helps in facilitating the work of NQA towards schools, and by having such information, the solving of a problem can be done through the NQA, which will help students, teachers, coordinators and directors to make the right choice by addressing directly to NQA. Providing curriculum in targeted schools For providing school education, 50% of respondents are satisfied with the provision of curriculum, types of programs, vocational practice, qualifications, and are satisfied with teachers qualifications in their schools. In order to raise awareness, and in order for directors, coordinators, teachers and students to be satisfied, it would be good for curriculum, practices and the types of programs to be more understandable and adequate for students, which will make them increase their interest towards learning, and it will result with better qualified and prepared students for the continuation of their studies. Also, teachers qualifications should be of high level since all this relates to the provision of programs and students satisfaction with teaching and opportunities offered by schools. All this can be done, if NQA also provides material assistance and regulates the use of self-assessment by law, and the annual report on procedures and processes that are developed during a school year in all levels of generations. In this regard, more work can be done on the deficiencies encountered during the year, which can be improved for the following years. Over the time, the learning level may be at a higher and more professional level which will help new generations to an easier involvement in national and international schools. 37