1. Quality of VET and WBL Applying EQAVET for WBL Andra Šenberga State Education Quality Service Riga, 07.10.2015. 1

2. The State Education Quality Service The State Education Quality Service - since 2009. The Service works under the supervision of the Ministry of Education and Science. The goal of the Service is to ensure quality and rule of law in education through monitoring the quality of education and providing support in implementation of education process. Three main units: - Quality Asuurance department (QAD) - Licensing and registry department (LRD) Rights Monitoring department (RMD) 2

3. Comon European quality assurance framework- EQAVET In 2010 Service starts to coordinate implementation of the European Parliament and Council recommendation* to implement common European quality assurance framework, approach, and indicators (EQAVET) in vocational education and training at national level. Since 2013 Service nominated by Ministry as the EQAVET National Reference point. *RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training http://www.eqavet.eu/gns/library/policy-documents/policy-documents-2009.aspx 3

4. Organising of the Quality Assurance QAD: organises quality assessment in general and vocational education (except pre- school and higher education) provides support on quality assurance issues to educational institutions organises quality assessment in accreditation process of the education institutions performance and evaluate quality of the programmes (curricula) setting up and organises the commission of accreditation experts (external evaluation), analyses the output and results of its work analyses self-assessment reports of general and vocational education institutions monitors implementation of recommendations prepared by the accreditation experts commission provides methodological support in implementation of the recommendations and improvement of the work of an educational institutions provides development of self-assessment methodology and support arranges courses and seminars for pedagogical staff on professional development and further learning issues and etc. 4

5. Legislation 14 September 2010, CoM Regulations No.852 “Procedure of accrediting general and vocational education programmes, education establishments and examination centres” These Regulations stipulate a uniform accreditation procedure and clearly define quality requirements in general and vocational education. 5

6. QUALITY ASSESSMENT CRITERIA A uniform education quality assessment system ensures the use of a uniform quality assessment methodology, assessing seven KEY AREAS of education provider: 1. Curriculum; 2. Teaching and learning; 3. Attainment, results; 4. Support for pupils/students; Environment; Resources; Management, leadership and quality assurance. 6

7. Assessment Internal and external assessment is performed during the accreditation process. The internal assessment is performed, by the education establishment preparing its self-assessment report, which is a mandatory precondition for the accreditation of institutions and programmes. The external assesement (by expert’s commission) procedure in an institution is initiated on the basis of the self-assessment report. 7

8. The Expert Comission The expert commission consists of representatives from various institutions. It is arranged by the Service and it is independent from the particular education establishment. Expert commission consists of: Education specialists of local governments; non-governmental organisations, employers, sectoral associations, craftsmen and trade unions; representatives of MoES, the National Centre for Education or the State Education Quality Service etc. Accreditation decission is based un the external evaluation expert report and accreditation commision proposal. 8

9. DECISION The ServiceNegative decision Institution introduces changes, may re- submit application after 3 months Positive decision Programme accredited for 6 or 2 years Institution accredited for 6 years

10. Implementation of the EQAVET - EU Over the last two years, several key documents took stock of the EQAVET implementation (External evaluation 2013, Commission report about the implementation of the EQAVET Recommendation 2014, EQAVET Survey) Many strenghtens and some weaknesses Develop EQAVET+ by adding descriptors and indicators concerning missing topics (LO, WBL, TT, etc) No modifications in current EQAVET descriptors and guidelines 6.Annual forum, Riga (Jurmala), 17-18 June 2015

11. Implementation of the EQAVET - Latvia In 2013-14, the State Eduaction Quality Service organised a discussion cycle on quality assurance issues involving sectoral expert councils, Ministry of Education and Science, the Sectorial Expert Councils, the Employers’ Confederation of Latvia, the Free Trade Union Confederation of Latvia, the State Employment Agency and the State Revenue Service, the heads of the Accreditation Expert Commissions on Vocational Education, the heads of the vocational schools and other stakeholders. It has compiled views of stakeholders and is incorporating EQAVET quality criteria and indicators into the Latvian vocational education quality assurance system. 11

13. EQAVET quality indicators - 1 1. Relevance of quality assurance systems for VET providers Share of providers applying internal quality assurance systems defined by law / at own initiative, Share of accredited VET providers. 2. Investment in training of teachers and trainers Share of teachers and trainers participating in further training, Amount of funds invested. 3. Participation rate in VET programmes Number of participants in VET programmes, according to the type of programme and individual criteria. 4. Completion rate in VET programmes Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and individual criteria.

14. EQAVET quality indicators - 2 5. Placement rate in VET programmes Destination of VET learners at a designated point in time after completion of training, according to the type of programme and individual criteria, Share of employed learners at a designated point in time after completion of training, according to the type of programme and individual criteria. 6. Utilisation of acquired skills in the workplace Information on occupation obtained by individuals after completion of training, according to the type of training and individual criteria, Satisfaction rate of individuals and employers with acquired skills/competences.

15. EQAVET quality indicators - 3 7. Unemployment rate According to individual criteria. 8. Prevalence of vulnerable groups Percentage of participants in VET classified as disadvantaged groups (in a defined region or catchment area) according to age and gender, Success rate of disadvantaged groups according to age and gender. 9. Mechanisms to identify training needs in the labour market Information on mechanisms set up to identify changing demands at different levels, Evidence of their effectiveness. 10. Schemes used to promote better access to VET Information on existing schemes at different levels, Evidence of their effectiveness.

16. Quality of WBL To make vocational education more responsive to labour market needs, the Ministry of Education and Science has designed a new apprenticeship-type or work-based learning scheme and approach.. The Ministry of Education and Science signed a memorandum on cooperation in VET in Europe to foster WBL. Flexible education process at vocational education institutions and enterprises. Vocational education institutions ensure acquisition of theoretical knowledge and, in general, improvement of curricula. Companies provide professional training in a real workplace environment and pay an allowance or a wage to students. 16

17. Quality of WBL EQAVET Framework – quality cycle and indictors. Six interdependent building blocks to support and complement each other and build on the EQAVET indicative descriptors and indicators. The building blocks are designed to be useful and appropriate for the three main models of WBL:  Apprenticeship schemes which combine training in companies and VET schools or other education/training institutions;  On-the-job training in companies which typically cover internships, work placements or traineeships which are a compulsory or optional element of VET programmes leading to formal qualifications;  Integration into a school-based programme through on-site laboratories, workshops, kitchens, restaurants, junior or practice firms, simulations or real business/industry projects and assignments. 17

18. EQAVET recomended QA approach to support WBL Building Block Design work based learning Building Block Improve the quality Building BlockRespond to learners' needs Building BlockCommunicate Building BlockTrain the staff Building BlockAssess the learners More: http://eqavet.eu/workbasedlearning/GNS/buildingblocks/assess.aspx 18

19. State Education Quality Service 14 Zigfrida Annas Meierovica Boulevard Riga, LV-1050 Latvia Tel.+ 371 67358074 andra.senberga@ikvd.gov.lv www.ikvd.gov.lv 19