Improving Quality Assurance in European Vocational Education and Training

Factors Influencing the Use of Quality Assurance Findings

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Counseling & Guidance
Cover of the book Improving Quality Assurance in European Vocational Education and Training by , Springer Netherlands
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Author: ISBN: 9781402095276
Publisher: Springer Netherlands Publication: April 29, 2009
Imprint: Springer Language: English
Author:
ISBN: 9781402095276
Publisher: Springer Netherlands
Publication: April 29, 2009
Imprint: Springer
Language: English

Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions.

The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.

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Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions.

The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.

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