1. Quality assurance in the draft Education Act of Ukraine Külli All, Ministry of Education and Research www.hm.ee kulli.all@hm.ee

2. European standards on QA the interests of students as well as employers and the society more generally in good quality education; the central importance of institutional autonomy, tempered by a recognition that this brings with it heavy responsibilities; the need for external quality assurance to be fit for its purpose and to place only an appropriate and necessary burden on institutions for the achievement of its objectives. 2

3. European standards and guidelines for internal quality assurance Policy and procedures for quality assurance Approval, monitoring and periodic review of programmes and awards Assessment of students Quality assurance of teaching staff Learning resources and student support Information systems Public information 3

4. European standards and guidelines for the external quality assurance Use of internal quality assurance procedures Development of external quality assurance processes Criteria for decisions Processes fit for purpose Reporting Follow-up procedures Periodic reviews System-wide analyses 4

5. European standards and guidelines for external quality assurance agencies Use of external quality assurance procedures Official status Activities Resources Mission statement Independence External quality assurance criteria and processes used by the agencies Accountability procedures 5

6. QA in the current draft Law Challenging issue to be addressed in a coherent way The Article 36 covers the 3 main components of QA (internal QA, external QA, QA in the activity of agencies) 6

7. Internal QA in EduLaw Includes 1.strategies of quality improvement 2.systems of academical integrity 3.development of programs 4.assessment of recipients/students 5.evaluation of teachers 6.managing/teaching staff’s evaluation of QM 7.resources 8.availability of information systems Not mentioned: Feedback/evaluation by stakeholders(parents, employers? ) Public information 7

8. External QA in EduL Ukr Includes: 1.Tools, procedures (Standardisation,Licensing,Accrediation of programs, Evaluation of LO of students, Monitoring the quality of education, Institutional audit, Certification of teachers) 2. Responsibilities of bodies of ext eval (have clear criteria, periodically, provide recommendations) 3. QA bodies have self improvement policy, resources, indept.audit Not mentioned: use of the int QA procedures/results; public reporting; system-wide analyses 8

9. Article 37 State educational standards Definition of state standard ? (will there be separate state standards for each specialization in VET/HE?) Admission/graduation requirements? P4 states that for GE the state standard is a curriculum- p6 says that there are state standards and curricula 9

10. QA –int. QA/ext QA The tools for QA proposed in draft are mainly ext (licensing, accrediation, institutional audit, external independant evaluation) Licensing – criteria should be clear and publicly available? Non-formal/adult education? In current economy – is the licence for 10 years appropriate? Art 39 P2 states that the central executive authority issues the licence for VET, GE etc; P4 states that for preschool, school and after-school –regional executive authority 10

11. Accrediation Criteria of accrediation are …..? How are the results of internal evaluation envisaged to take into account? LLL – how is the recognition of prior learning assessed? What are the differences/links between licensing/accreditation criteria/processes? Accrediation of programs for 10 years? Too long a period? 11

12. External independent assessment of LO The objective of ind assessment? The focus of assessment only to LO is not sufficient to determine the quality of education What is the difference/links with accrediation? How the results will be used? 12

13. Teachers Certification criteria will be available? Definiton of credit (Art 49?) VET teachers are certified only towards teaching methodology – but what about their professional skills? The qualification criteria are linked with working seniority – but are they also linked with duties at job? What are the reasoning behind the requirement of 150 hours of training exclusievely for every teacher? Is the right to choose the training only up to teacher or should it be also the duty of school management? 13

14. Summary: The draft law has been considerably developed since the spring but there still are some questions need to be addressed. The principles laid out in Art 36 should be also clearly integrated into and covered by other articles ( namely standards, evaluation, teaches, finances) – the quality should be addressed in a coherent way. 14

15. Adult education in Estonia https://www.riigiteataja.ee/en/eli/ee/Riigikogu/a ct/529062015007/consolide Adult education is divided into formal education and continuing education. The organisation of formal education is governed by the Basic Schools and Upper Secondary Schools Act, Vocational Educational Institutions Act, Institutions of Professional Higher Education Act, Universities Act and Private Schools Act. Continuing education means the provision of purposeful and organised studies on the basis of a curriculum outside the formal education. 15

16. important conditions of continuing education The manager of a continuing education institution shall notify the participants in continuing education and the entities funding the continuing education course at least of the following information and documents: 1) the continuing education curriculum; 2) the name of the adult educator and the information on his or her qualification; 3) the time of the continuing education; 4) the place and address of provision of the continuing education; 5) the size of tuition and other expenses accompanying the studies, including the expenses on study aids; 6) the procedure and term for payment of tuition; 7) the bases of and procedure for reimbursement of tuition; 8) the procedure for settlement of disputes. 16

17. Thank You! 17