The presentation looks at the successes of QA approaches in diverse educational sectors, particularly Higher Education, and how these might be applied to the implementation of EQAVET in Europe. Delivered at the EQAVET seminar in Vienna, July 2011.

1. What lessons can be
learned from other E&T
areas?
Possible best practices for
EQAVET First EQAVET projects
seminar
Anthony F. Camilleri
Vienna, 15.07.2011
www.efquel.org

2. Origins of PDCA
• Act • Plan
アク
計画
ション
チェッ
実行
ク
CHECK should be read as STUDY
• Check
in English Check implies ‚to hold back‘
(Deming, 1980)
• Do
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3. Lesson
Plan-Do-Check-Act
is about iterative improvement
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4. Quality Culture
• true high quality education cannot result
only from formal quality assurance
processes, but rather is a consequence of
the emergence of a quality culture shared
by all members of a (higher) education
community
Jean-Marc Rapp
EUA President
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5. Lesson
Quality Culture
can enable standards
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6. Diploma and Accreditation
Mills
• Nearly all these
institutions claim to
have accreditation!
Number of Diploma Mills per Continent (IAU) Colby Nolan, MBA
(awarded by TrinitySouthern University)
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7. Lesson
Quality Assurance Agencies
Need transparency and policing
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8. Marketing Quality
• MBAs use their own private certification
labels. (EQUIS / AMBA / AACSB)
• Simple Message: Label Guarantees
Quality
– Triple Accreditation = World Leader
– Single / Double = Excellent
• Oxford, Cambridge, Harvard and MIT – no
mention of certification, quality processes
on front page of websites
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9. Lesson
Quality Systems
Need to increase transparency
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10. Demand for Quality
• The European Student movement:
– Key driver of QA process in Bologna Process
– Trains its own QA experts and reviewers
– Chairs the EQAR register in rotating turns
– Puts constant pressure on the process
• Would have no influence if not allowed to
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11. Lesson
Main allies in quality
are those with a vested interest
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12. European Standards and
Guidelines for Quality Assurance
• Impetus came from 2003 Berlin
Communique of Ministers
• ‚E4‘ group (ENQA/EUA/EURASHE/ESIB)
tasked with developing the standards and
guidelines for themselvesl
• Stakeholders continue to maintain ESG
(MapESG project), organise reviews,
accredit QA agencies, etc
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13. Lesson
Impetus from government
but leadership from stakeholders
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14. The Bologna Process
• Started as independent initiative of four
states
• Contains no binding decisions (is purely
voluntary)
• Is organised enitrely outside of the EU
institutions
• Despite complaints, demand for
harmonisation came from member states
themselves
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15. Lesson
A good idea
will promote itself
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16. Questions to Panelists and
Audience
• What are the pros and cons of the EQAVET
implementation approach vis-a-vis other quality
approaches?
• What elements of other QA implementations need
to be adopted to make EQAVET a reality?
•• How do we create better synergies between all
Section
levels of education in QA?
Subtitle
• What is the role of stakeholders and independent
initiatives in QA in VET?
• Is there a case for using stronger words –
harmonisation, standardisation?
• Do you have best practices to share?
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