Qualitätssiegel · Vocational Training and Continuing Education Export Sector), about 11 per cent...

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Qualitätssiegel

für berufliche Bildungsangebote auf dem internationalen Markt

Quality label

for vocational education and training on the international market

developed by the Koordinierungsstelle Qualität (co-ordination office on quality),

a project of k.o.s GmbH,

in collaboration with stakeholders from Berlin

in 2009-2010

supported by

Berlin’s Senate Department for Integration, Labour and Social Services

– Division for Vocational Education and Training

The development of a quality label in and for the city of Berlin was funded by the

Senate Department for Integration, Labour and Social Services and the European

Social Fund.

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Imprint

Commissioned by:

Senatsverwaltung für Integration, Arbeit und Soziales des Landes Berlin

Referat Berufliche Qualifizierung

Oranienstrasse 106

D - 10969 Berlin

www.berlin.de/sen/ias/

Contact person: Margrit Zauner

E-mail: [email protected]

Devised and developed by:

k.o.s GmbH, Projekt Koordinierungsstelle Qualität

Rungestrasse 18

D - 10179 Berlin

www.kos-qualitaet.de

Contact person: Susanne Karnath

E-mail: [email protected]

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Overview

Introduction ................................................................................................................. 4

I. Advantages of a quality label for vocational education and training on the international market – developed in and for Berlin ................................ 7

What are Germany’s and Berlin’s current positions in the international education market? ................................................................................................. 7

What should a quality label achieve? ..................................................................... 8

Who helped to develop the quality label? ............................................................... 9

What distinguishes the quality label and to what educational services can it be applied? ....................................................................................................... 11

What other procedures and standards were used for the development of the quality label? .................................................................................................. 13

What does the quality label include and how does the approval procedure work? ................................................................................................................... 17

II. Details on the criteria for obtaining the quality label – the catalogue of requirements ....................................................................... 21

What does the catalogue of requirements include? .............................................. 21

What are the different categories of the catalogue of requirements? .................... 24

III. How to establish and entrench the quality label .............................................. 39

What marketing activities can help establish the quality label? ............................. 39

In what structures can the quality label be embedded? ........................................ 42

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Introduction

An initiative to promote education and training of educational service providers from Berlin on the international market was launched in Berlin in 2009. The idea of supporting in making their services more international led to the development of a quality label for educational services catered to the international market. The quality label is backed by a marketing strategy and embedded in a comprehensive system of assistance for the service providers. This was based on the conviction that high-quality educational services for the international market need a seal attesting to their quality and a continuous process of reflection and exchange with other providers in order to gain a competitive edge. The considerations and motivations for this initiative were the following:

- Because of increasing competition for qualified experts, integrating markets and the growing

demand (of mostly non-European countries), the internationalisation of educational services

is becoming ever more important. Education as a service is subject to worldwide demand

and service providers from Berlin are becoming more actively involved in international

competition.

- International demand focuses on high-quality, participant-centred educational services. The

German vocational training system enjoys a very good international reputation in this

context. Service providers from Berlin also boast strong expertise in vocational education

and training.

So on the one hand, the challenge was to develop a quality label that attests to the fulfilment of recognised quality criteria. On the other hand, the implementation process aimed at devising a strategy for promoting market exploitation and improving the international work of educational service providers.

Under the heading “Quality label for vocational education and training on the international market (Qvet)”, the initiative developed a quality management approach between 2009 and 2010 that focuses on well-founded customer- and skill-oriented planning and design of educational services for the international market. This quality-based approach supports the competent development and implementation of services on the international market and opens up new opportunities for educational service providers beyond national borders.

This manual presents the results of the development process in Berlin. The first section describes and explains the objectives and purpose of the quality management approach. It also introduces the partners involved in the development process, the basic principles and the overall structure of the quality label. The second section talks about the label’s catalogue of requirements and the necessary explanations, reasons and documents to be included in the quality report, as well as some explanations on how these should be drafted. The third section proposes some ideas on how to establish the quality label.

The development of the Qvet quality label was funded and supported by the Division for Vocational Education and Training at Berlin’s Senate Department for Integration, Labour and

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Social Services. Educational service providers from Berlin who already work internationally, consultants for educational export, stakeholders from Berlin’s business community and policymakers also made an active contribution. We would like to thank all of them for their input and their recommendations, as well as for the critical thought they brought to the development process of the quality label.

The joint process of discussion and development led to the founding of the association “Berliner Gesellschaft für internationales Bildungsmarketing e.V.” (Berlin Society for International Education Marketing), which will continue working on the approach of the Qvet quality label on a non-profit basis.

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© The Qvet quality label was developed for the city of Berlin on behalf of the Division for Vocational Education and Training at the Senate Department for Integration, Labour and Social Services. This manual makes the results of the development process available for further use and application by anyone who is interested.

Berlin’s Senate Department for Integration, Labour and Social services and the co-ordination office on quality would be happy to receive feedback, new ideas and input on the manual and on the use of the quality management approach for educational services with an international focus.

If (partial) results or (partial) components of the Qvet quality label are used or reproduced, the user must name the copyright holder: k.o.s GmbH, project Koordinierungsstelle Qualität (co-ordination office on quality), commissioned by Berliner Senatsverwaltung für Integration, Arbeit und Soziales, Referat Berufliche Qualifizierung (Berlin’s Senate Department for Integration, Labour and Social Services, Division for Vocational Education and Training).

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I. Advantages of a quality label for vocational education and training on the international market – developed in and for Berlin

What are Germany’s and Berlin’s current positions in the international education market?

In a globalised and increasingly knowledge-based society, vocational education and further

training are a fundamental prerequisite for economic development and competitiveness. The

demand for suitable, high-quality educational services to qualify specialists is growing – all over

the world. The international education markets are booming and education export is a very

dynamic market for the future.

Rapidly developing economic areas in particular, such as Asia, Eastern Europe and the Arab

region, are using international expertise to train their specialists1. German education providers

are known for their high quality standards, their strong technical, methodological and didactic

proficiency, the “dual system” combining vocational training in the workplace and classroom

instruction and their good reputation (“made in Germany” as a brand). Many of the regions

mentioned above have no quality management systems for vocational education and training –

or they are deemed less than satisfactory by the customers2

However, many countries attach great importance to high-quality education services. Providers

of low-quality services do not stand a chance of sustainable success in this market

.

3. The major

criteria for assessing and selecting services are their focus on demand, flexibility, training

methods and languages geared to the target country, professionalism, applicability and

usefulness4

With its outstanding strengths in the area of vocational education and further training and its

unique vocational training system, Germany is excellently positioned to become a leading

player in the promising sector of “education export”. According to estimates in the iMOVE-Trend

Barometer Exportbranche Aus- und Weiterbildung 2010 (iMOVE TrendBarometer for the

Vocational Training and Continuing Education Export Sector), about 11 per cent of Germany’s

vocational education and further training providers are currently active in the international

education market. About half of the providers interviewed expect a 1 to 3 per cent increase in

. International educational service providers therefore have to adapt their services to

the specific requirements and conditions in the target country, the different interests and

expectations of the customers and the cultural specificities.

1 2010 iMOVE TrendBarometer for the Vocational Training and Continuing Education Export Sector 2 iMOVE market studies on China, Thailand, Saudi Arabia, Poland and Hungary 3 iMOVE market studies on Russia and Poland 4 iMOVE market studies on Russia, Poland, China, Saudi Arabia, the Czech Republic, United Arab Emirates

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educational exports by 2013. Education providers generally anticipate more growth in

international markets than in Germany.

The iMOVE-Datenbank für Bildungsdienstleister (iMove Provider Database) lists 20 Berlin-

based providers who offer international services. Other German providers can be found in

particular in North Rhine-Westphalia (45), Baden-Württemberg (36), Bavaria (25) and Hesse

(21). Of Germany’s eastern federal states, Saxony also boasts 20 providers, compared to 10

internationally active service providers in all of the other eastern states taken together5

.

What should a quality label achieve?

Berlin is being transformed from a predominantly industrial city into a knowledge-based,

service-oriented location. Berlin is a city of knowledge and education, but education and training

are more than just a ticket to the labour market. They are an indispensable prerequisite for

ensuring and developing the employability of the population, thereby giving them stable

prospects for employment. This explains the tremendous importance of vocational education

and training and lifelong learning.

The city boasts strong, wide-ranging expertise in training a skilled workforce, especially in the

area of vocational further training. A look at the education providers currently listed in Berlin’s

Weiterbildungsdatenbank (further training database)6

More and more, education providers from Berlin are extending their activity beyond regional

borders and trying to access international markets. The introduction of a “Quality label for

vocational education and training in the international market (Qvet)” will both improve the

marketing potential of educational services from Berlin on the international market and

encourage and assist service providers to establish themselves internationally. The international

experiences and cooperation bear the potential to contribute to an enhancement of the structure

of vocational further training in Berlin itself.

reveals that more than 900 further training

providers can be found in the city, with more than 30,000 published educational offerings per

year. Using international standards and norms as guidelines, German and Berlin-based

education providers can show certification testifying to the quality of their services. This

certification comes from recognised quality management systems and norms, such as DIN EN

ISO 9001, DIN ISO 29990 on learning services for non-formal education and training, the

learning-oriented quality management model for further training (LQW) and the European

Foundation for Quality Management (EFQM) model.

5 According to data available on www.imove-germany.de as of 3 December 2010 6 www.wdb-berlin.de as of December 2010

http://www.imove-germany.de/�

http://www.wdb-berlin.de/�

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The objective and idea of the quality label is to promote and raise awareness of the quality of

educational services “made in Berlin” on the international market. Providers who are already

operating beyond national borders will be supported in their efforts, and those with the potential

to tap new markets will be encouraged to consider market entry.

By offering recognised educational services for an international audience, Berlin’s education

providers will not only become competent mediators between cultures, but also ambassadors of

Berlin’s business landscape. The fundamental objective is to establish an internationally

competitive label for “high-quality, approved” educational services from Berlin.

The Qvet quality label evaluates the planning and development phase of educational services

with an international dimension. The quality criteria defined for this purpose cover major areas

of action revolving around a solid customer- and skill-oriented design, as well as continuous

review of the service. The Qvet quality label for vocational education and training on the

international market stands for:

- a focus on the requirements and conditions in the target country, including specific cultural

features,

- reference to German vocational training standards,

- professional development of a service design that determines existing vocational skills at

the beginning of the process and evaluates vocational skills that are to be acquired at the

end,

- continuous evaluation and adaptation of the educational service to changing conditions in

the international market.

This means that the Qvet quality label complements existing standards and quality

management systems implemented by other providers in a meaningful way instead of

competing with these. Rather, an externally approved and/or certified quality management

system at the organisational level is the basis for the subsequent awarding of the Qvet label at

the service level. This approach will generally help to avoid duplication of certificates.

Who helped to develop the quality label?

The development of a quality label for vocational education and training on the international

market – in and for the city of Berlin – is an initiative of stakeholders from Berlin.

The Koordinierungsstelle Qualität (co-ordination office on quality), a project of k.o.s GmbH, co-

ordinated and directed this process. Assisted and funded by the Senate Department for

Integration, Labour and Social Services, the co-ordination office on quality strives to support,

monitor and promote high-quality development and lifelong learning in further training, adult

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education and educational, vocational and employment counselling. The co-ordination office’s

activities aim at connecting organisational and human resources development structures and at

integrating education policy aspects, such as skill-orientation, professionalisation, transparency

and mobility.

Work on the development of the Qvet quality label brought in experts from Berlin to participate

in the debate in the context of workshops, conferences and expert meetings. The participants

included internationally active educational service providers from Berlin, education export

consultants, business stakeholders and policymakers. The following institutions and persons

provided particular input:

- Akademie für Berufsförderung und Umschulung gGmbH (Academy for Career Development

and Re-training),

- BBJ Consult AG,

- Ms. Regina Beuck, consultant on quality development in further education and educational

counseling,

- bvanet.de GmbH,

- EDUCON - international consulting and marketing on further training,

- FORUM Berufsbildung e.V. (The Vocational Training School),

- GFBM, Gesellschaft für berufsbildende Maßnahmen e.V. (Society for Vocational Training

Measures),

- GEBIFO, Gesellschaft zur Förderung von Bildungsforschung und Qualifizierung mbH Berlin

(Association for the Promotion of Educational Research and Qualification),

- Mr. Hartmut Hartmann, retired Head of Division, Senate Department for Education, Science

and Research,

- ITW, Institut für Aus- und Weiterbildung Berlin gGmbH (institute for education and further

training),

- LNBB, LernNetz Berlin-Brandenburg e.V. (Berlin-Brandenburg learning network),

- Kalman Consult,

- QBB - Gesellschaft Bildung und Beratung mbH (society for education and consulting),

- RKW Berlin GmbH,

- Senate Department for Integration, Labour and Social Services – Division for Vocational

Education and Training,

- SPI - Consult GmbH.

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What distinguishes the quality label and to what educational services can it be applied?

Germany has a number of regulations intended to assure the quality of vocational education

and training providers and services. They pertain to both initial and further training, set

requirements to be met by the educational providers, offer a framework for developing content

and define the procedures for obtaining a vocational degree.

Brief overview of educational policy rules and regulations

National regulations governing vocations requiring formal education and further training

The Berufsbildungsgesetz/BBiG (Vocational Training Act) and the Handwerksordnung/HwO (Crafts Code) regulate the training required for state-approved vocations. This training has a “dual” structure, i.e., it combines on-the-job training and classroom instruction at vocational school. In the case of “external training”, the educational service provider assumes the company’s role. The training and re-training regulations lay down the job title, the duration of training and the occupational skills, knowledge and abilities to be acquired. They also provide instructions on the subjects and chronology of the practical training and set examination requirements. The German Standing Conference of Ministers of Education and Cultural Affairs also adopts framework curricula for the theoretical training that apply to all of Germany’s federal states.

Apart from training rules, there are nationwide regulations guiding further training and master craftsman examinations, which are drafted in close collaboration with the trade unions and employer associations. This is meant to ensure that the training profiles correspond to the qualifications needed by companies and offer employees opportunities for occupational advancement.

State regulations governing vocations requiring formal education and further training

Germany’s individual federal states may adopt additional rules and regulations for full-time vocational school training courses and further training.

Sector-specific provisions

The Deutsche Industrie- und Handelskammertag/DIHK (German Chamber of Industry and Commerce) and the Zentralverband des Deutschen Handwerks/ZDH (German Confederation of Skilled Crafts) are interdisciplinary lobbying organisations representing German business. While they speak on behalf of Germany’s business community as a whole, there are other, sector-specific associations which also form their own umbrella organisations and develop additional further training courses with internal sector-approved degrees for their own fields of business. In order to ensure the quality of this kind of training and education criteria to be met by the educational service provider and the training course are defined.

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Educational services that are planned and implemented in line with the Qvet quality criteria are

based on German educational policy rules and regulations. This ensures that these services

comply with and apply the standards of the German educational system, which enjoy a very

good international reputation.

The service derived from the pertinent educational rules and regulations is then adapted to the

special requirements and conditions of the target country by the service provider.

In this process, elements of relevant educational policy rules and regulations can be used as a

basis for planning and designing the training without the training being aimed explicitly at

acquiring an educational degree. At the same time, it would also be possible for trainees to

obtain an equivalent degree. The training can take place in the target country, in Germany or

alternate between the two countries.

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What other procedures and standards were used for the development of the quality label?

Numerous systems for quality assurance and development have emerged in the area of

vocational education and training. The most common procedures can be distinguished by their

focus on either the educational service provider or the educational service.

Quality management systems are of pivotal importance for quality assurance and development

activities of educational service providers. In Germany, they are complemented by national and

regional quality label alliances which define quality standards that are primarily related to the

design of the training. For the vocational education and training activities funded by the

Bundesagentur für Arbeit (Federal Employment Agency), the Anerkennungs- und

Zulassungsverordnung Weiterbildung/AZWV (Approval and Accreditation Regulation for Further

Education) is a key quality assurance element for both educational service providers and

educational offerings.

Common quality assurance and development procedures applied in Germany were used and

evaluated to develop the Qvet quality label, with a focus on quality criteria to be met by

educational services (with an international dimension). The concern was

- to both integrate the Qvet quality label into existing quality management systems and set it

apart. The Qvet label’s quality criteria relate exclusively to the planning and design of an

educational service. This means they do not consider – but presuppose – the application of

quality management criteria at the organisational level.

- to take into account generally recognised and applied quality criteria for the planning and

design of an educational service found in existing quality assurance and development

procedures in Germany. These laid the foundations for the development of the quality

label’s basic structure.

The following procedures were researched and integrated:

The learning-oriented quality management model for further training (LQW)

Commissioned by the Federal Ministry of Education and Research and the federal state of Lower Saxony, the LQW model was developed, tested and evaluated by the ArtSet Institute. The model defines quality management standards for eleven quality areas: mission statement and definition of successful learning, needs analysis, key processes, teaching/learning processes, evaluation of educational processes, infrastructure, leadership, human resources, accounting and customer communication. Educational service providers can use an additional optional quality area to draw attention to special features or strengths.

The LQW model’s core element is the definition of successful learning, which is drafted in the

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context of mission statement development. The service provider uses this definition to explain what the customers are to achieve by the end of the learning process in a best-case scenario. The definition of successful learning therefore expresses the educational provider’s pedagogical self-conception and serves as a guideline for the actions of all staff members. When working through the LQW requirements, all of the provider’s quality-improvement measures introduced are to be reflected as to how they contribute to the improvement of the learning process. The providers are thereby encouraged to keep assessing themselves from the customers’ perspective and to draw systematic conclusions for quality improvement.

(www.artset-lqw.de)

Learning-oriented quality management model for educational services (LQB)

The Learning-oriented quality management model for educational services (LQB) was derived from the LQW model and focuses on the design of educational offerings. It also follows the principle of “reflexivity overriding formality”. Educational service providers reflect on their processes to find out how to improve conditions for successful learning.

The quality areas are: self-conception of the provider, customer communication/customer orientation, needs analysis/target group needs, definition of successful learning, objectives of the educational service (educational goals, effect on employment, etc.), concept content, quality of teaching staff, infrastructure, evaluation, financial planning/accounting.

(www.artset-lqb.de)

Quality Guidelines for a quality-based design of transnational education

The “Quality Guidelines” were developed on the basis of the QM STAGE MODEL defined in PAS 1037:2004, which was issued by the German Institute for Standardization (DIN) for commercial education and further training providers. They expand the model by adding guidelines and requirements for a quality-based design of transnational educational processes. The guidelines refer to the following forms of transnational education: international subsidiaries or branches, blended learning, e-learning, distance learning and training, education franchise, cross-border education alliances, joint ventures, co-operation agreements, twinning and virtual learning. The requirements cover the following processes:

- leading and developing educational organisations, - providing and developing staff, teachers and learning infrastructure, - developing, carrying out and evaluating educational services, - measuring, analysing and improving educational processes.

The “Quality Guidelines” were drafted and published by RKW Berlin GmbH. In September 2010, PAS 1037:2004 was converted to the international norm on learning services for non-formal education and training (DIN ISO 29990).

(www.leonardo-tqp.eu)

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Quality labels and seals for advanced training

There are a number of national and regional quality label alliances which define quality criteria for potential members of the alliance. A quality label is a visible sign of the providers’ voluntary commitment to the alliances’ standards and their compliance with the quality criteria. The following labels were used for the development of the Qvet label:

- Initiative Wuppertaler Kreis (covering all of Germany’s federal states), - regional alliances and labels: Hamburger Gütesiegel e.V., Siegel Qualitätsgeprüfte

Weiterbildung (Verein Weiterbildung Hessen e.V.), ZAW Qualitätssiegel (Zentralverband der Aus- und Weiterbildung in Mecklenburg-Vorpommern e.V.), Arbeitskreis beruflicheWeiterbildung Region Köln e.V., Arbeitsgemeinschaft berufliche Fortbildung Baden-Württemberg.

The quality criteria defined by the alliances mainly refer to the same requirement areas, with a focus on the design of educational products. The quality criteria are then refined depending on the specific field of vocational education and training (in-house, state-funded).

The requirements relate to

- the qualifications and skills of the staff, - the information provided on the educational services, - the contractual agreements with the participants, - the labour-market orientation of the training service, - the design of the teaching/learning process, - the design of the learning infrastructure, - the assistance and support for participants, - the evaluation of the educational service, - the degree to be obtained.

The Gütesiegel Weiterbildung (advanced training quality label), developed by the“Gütesiegelverbund Weiterbildung e.V.”, pursues a more comprehensive approach, going beyond the educational service as such. The “Gütesiegel Weiterbildung” established standards in seven quality areas which, in their entirety, feature structural approaches and characteristics of a quality management system. Their label also considers organisational processes and areas related to resource management.

DIN EN ISO 9000ff.

The DIN EN ISO 9000ff. series of norms was initially devised for the manufacturing sector. However, the norms are alleged to be applicable across sectors and products, which means they can also be used for the service and educational sector. The series consists of three different norms:

- DIN EN ISO 9000 explains the basics of quality management and defines the terminology of quality management systems.

- DIN EN ISO 9001 is the actual norm for certification and describes the requirements to be met

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by quality management systems. - DIN EN ISO 9004 is a guideline for improving quality management. It is based on a broader

understanding of the objectives of quality management in the sense of a “total quality management approach”.

The ISO norms use a concept of quality that is determined by customers’ demands, i.e., their expectations create the standard for quality assessment. DIN EN ISO 9001 lists requirements concerning:

- quality management, - executive responsibility, - resource management, - product/service implementation, - assessment, analysis, enhancement.

A constituent element of the DIN EN ISO 9000ff. series of norms is the fundamental idea of continuous improvement – all processes are subject to constant review in order to derive and make necessary corrections and prevention measures.

(www.din.de)

Approval and Accreditation Regulation for Further Education (AZWV)

The AZWV contains rules on the licensing of educational service providers and services delivered in the context of state-funded vocational further training according to Germany’s Social Code, Book III (employment promotion laws). This means both the provider and the individual educational services need to be approved before they can offer educational services funded by state-sponsored educational vouchers. Approval and accreditation as per AZWV is granted by so-called “expert agencies” – private certification companies – which themselves have to be licensed and regularly reviewed by the Federal Employment Agency.

As to the educational service provider, the AZWV defines requirements for the capability, structural and human resources, customer communication, the job-market-orientation as a basis of development and design of educational services and the system used to secure and further improve quality. When applying to provide individual educational services, the provider has to explain, among other things, the services’ methodological and didactic design, their content, their relevance for the labour market and how they help participants make the (re-)entry into the labour market.

(www.azwv.de)

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What does the quality label include and how does the approval procedure work?

The Qvet quality label encompasses five different areas. Based on the overall conditions and

prerequisites for service planning and design, the label defines organisational and design

criteria. These criteria define result-oriented learning outcomes, service content, the

methodological-didactic concept and resources necessary to carrying out the service (staff,

learning facilities/resources). The Qvet label compels the service provider to monitor individual

learning success and to confirm in writing the learner’s acquired (occupational) competence.

The educational service is evaluated by the provider both during the process and at its end.

This helps the provider to ensure that on the one hand the real needs and requirements of the

learner are acknowledged and considered during implementation and that on the other hand the

service can be continuously refined.

Educational objectives/ learning outcomes

Content-related design

Methodological-didactic conceptE

duca

tiona

l ser

vice

Testing the achievement of learning outcomes

Learners’ certificate

Educational degree

Review and adaptation of the educational concept throughout the entire process,

final assessment and improvement of the educational service

German educational system as reference, conditions and requirements of the target country,

intercultural management, collaborative structures with partners in the target country

Evaluation of the educational service

Staff

Learning venues / resources

Consumer protection rules

Prerequisites and framework conditions

The five areas on planning and designing an educational service are supported by concrete

quality criteria laid down in a catalogue of requirements. Practically no content-related

standards are defined here. Instead, the provider is urged to develop and explain the

consistency of the service using the following aspects:

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- the acquisition of occupational competence as both starting point and objective for the

educational service’s planning and design,

- the reference to education policy rules and regulations as a basis for the service’s planning

and design,

- the attention given to the requirements and conditions in the target country while planning

and designing the service.

Any contradictions between the standards derived from German education policy rules and

regulations and the requirements and conditions in the target country need to be balanced out

by the service provider.

The quality criteria contained in the catalogue of requirements can serve to assist the

development of educational services for the international market. Approval in accordance with

the Qvet quality label can also be given by an independent, external approval authority. The

catalogue of requirements is the basis for approval and awarding of the quality label.

The approval procedure

Educational service providers who would like to obtain the Qvet quality label for their service

apply for approval and, as a first step, have to show that they meet the formal criteria: they need

to have an office in Berlin and prove that they work under a certified or otherwise approved

quality management system.

Once these requirements are met, the provider receives rules of approval concerning the

educational service in line with the Qvet quality label. The service provider documents the

reasons for the way the quality criteria were implemented in a quality report. This part of the

quality report is to be written as a continuous text. It is also possible to include tables or flow

charts. The information has to be self-explanatory and comprehensible without having to refer to

the organisation’s internal documents (such as checklists, instructions, forms, etc.). If the

service provider is required to provide additional documents to substantiate the information, this

will be mentioned in the catalogue of requirements. Apart from any such requirements for

complementary information, the service provider is free to attach additional documentation.

The quality report forms the basis for the subsequent appraisal of the educational service.

Certified independent experts will assess whether the requirements of quality criteria were met.

The key questions to be answered in this process are:

- Is the educational service concept coherent? Does the service provider give a logical

explanation of the suitability of the individual service elements and their interaction?

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- Is the planning and design of the educational service guided by the acquisition of

occupational competence?

- Does the educational service take appropriate and well-reasoned account of the

requirements and conditions in the target country?

- Is the educational service based on standards derived from education policy rules and

regulations?

Examination of formal criteria (office in Berlin, quality management system)

Submission of the quality report, including the necessary supporting documents

Appraisal of the quality report

Feedback to the service provider concerning the fulfilment of the quality criteria, corrections by the educational provider, if necessary

Fulfilment of the quality criteria in the catalogue of requirements, drafting the quality report

Submission of the educational service forapproval under the quality label

Awarding of the quality label

Reflexive discussion with the service provider after the first roundof implementation of the educational service

The service provider will receive written feedback about the outcome of the assessment. This

feedback gives information on the (non-)fulfilment of the quality criteria and, if applicable, the

necessary improvements to be made. If the information provided in the quality report fails to

meet the quality criteria, the service provider can revise these and submit them again.

If all of the requirement catalogue’s quality criteria are met, the Qvet quality label will be

awarded. It is valid for two years.

Within that period, the educational service provider is expected to continuously refine the

educational service. Such modifications of the service design do not affect the quality label’s

validity.

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In the interest of going beyond the assessment of a potential educational service and getting

feedback on its implementation, a reflexive discussion is held with the service provider at the

end of the approval procedure. This meeting takes place after the service has been offered for

the first time and facilitates a joint assessment on the basis of the evaluation results. It is an

opportunity to discuss and come to an agreement with the service provider on how the

educational service can be further improved.

To enable the service provider to use the quality label even before the end of the approval

process, for example, to market the service in the target country during the ongoing

development and acquisition process, the educational services submitted are assigned to two

different status categories, depending on the stage of appraisal and approval:

- Status 1: “nominated service”

during application processing; indicates that requirements for appraisal have been met.

- Status 2: “approved service”

after successful appraisal; indicates that quality criteria for the quality label have been met.

The educational service provider is authorised to use the quality label for marketing purposes

no matter what the status category. For Status 1, however, the label also includes the

information that the service is, for the time being, only nominated for approval.

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II. Details on the criteria for obtaining the quality label – the catalogue of requirements

What does the catalogue of requirements include?

Category Quality criteria

Prerequisites and framework conditions for planning and designing the educational service

(A 1) The educational objective of the service is in line with educational policy rules and regulations and the requirements of the target country.

(A 2) Intercultural management has been introduced.

(A 3) Collaborative structures with partners in the target country have been established and are being cultivated.

Design of the educational service

(B 1) The educational objectives of the service focus on learning outcomes.

(B 2) The content of the service is geared to achieving the learning objectives.

(B 3) The methodological-didactic concept of the educational service is geared to the learning objectives and the learning culture in the target country.

Organisation of the educational service

(C 1) The learning venues and resources are appropriate for the implementation of the content-related and methodological-didactic concept of the educational service.

(C 2) The staff has the right skills to implement the content-related and methodological-didactic concept of the educational service.

(C 3) Consumer protection rules are accessible to the public. People are informed about complaint mechanisms.

Design of the vocational degree

(D 1) The achievement of the service’s learning objectives is assessed with tools that are suitable as to their content and methodology.

(D 2) The procedure for assessing learning outcomes is defined in a transparent manner.

(D 3) The learners obtain a confirmation attesting to their participation in the educational service and the acquisition of a degree.

Evaluation of the educational service

(E 1) The implementation of the content-related and methodological-didactic concept is assessed and adapted during the entire process.

(E 2) The educational service is subject to a concluding assessment which will provide recommendations for improvement.

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The quality label’s catalogue of criteria covers five areas that are each fleshed out by various

quality criteria. All the quality criteria are interdependent and, in their entirety, ensure a balanced

educational service design which is based on the standards of the German educational system

and aligned with the specific target country‘s requirements and conditions.

The following chart illustrates the interplay of the quality criteria: based on the definition of an

educational objective and the target group of the educational service, result-oriented learning

outcomes are derived which specify the desired (occupational) competence to be acquired. The

learning outcomes, in turn, form the basis for the definition of the content-related and

methodological-didactic concept of the educational service.

Educational objectives / target group

Learning objectivesLearning outcomes Methodological-

didactic concept

Learning venues / resources, staff

Consumer protection rules

Testing of achieved learning outcomes

Learners’ certificate

Intercultural management

Collaborative structures

Evaluation accompanying the

processFinal evaluation

Reference to German educational policy rules and regulations

Conditions and requirements of the target country

Outcome-oriented learning

objectives substantiate the

educational objective.

Staff, learning venues and

resources ensure appropriate

implementation.

Testing of achieved learning

outcomes

Confirmation of participation and

degree

Content and methodology support the learning process.

The concept is reviewed during the entire process as to its

appropriateness.

The rules and regulations are transparent for the learners.

Collaborative structures with relevant partners are used for analysing the target country.

The planning and implementation of the

educational service are subject to a final evaluation.

Content-related design

Intercultural management ensures appropriate cultural

co-operation.

In order to ensure a suitable implementation of the content-related and methodological-didactic

concept, criteria for the learning facilities on the one hand and resources and the necessary

skills of the staff on the other hand are defined; these criteria help guide the selection process.

The learning process is accompanied and/or monitored by means of learning outcome

assessments at the end of the process. This means that the service provider has to specify both

the content and methodological design of the learning outcome assessments and the rules for

their execution. The provider gives participants written confirmation of participation in the

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educational service and of the acquisition of a degree. This confirmation has to contain specific

information on the theoretical and practical knowledge acquired by the learner.

Educational policy rules and regulations and the requirements and conditions in the target

country form the framework and the basis for the planning and design of the educational

service. In order to analyse the situation in the target country, the service provider is expected

to establish and maintain collaborative structures with relevant partners and to introduce an

intercultural management system to ensure appropriate intercultural co-operation.

During the entire process, the implementation of the educational service will be assessed and

adapted with a view to the needs and requirements of the learners and the actual requirements

and conditions in the target country. The service provider also carries out a concluding

evaluation of the educational service, using suitable indicators of his own.

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What are the different categories of the catalogue of requirements?

The catalogue of requirements uses the following categories:

- prerequisites and framework conditions for planning and designing the educational service,

- design of the educational service,

- organisation of the educational service,

- design of the occupational degree,

- evaluation of the educational service.

The categories of the catalogue of requirements are specified by quality criteria and

operationalised by requirements. It also lists the necessary information, explanations and further

documents needed for the quality report before the educational service can be approved in

accordance with the quality label (left column).

The right-hand column provides additional explanations that help illuminate the quality criteria

and questions to be reflected on during the development process. However, these explanations

and questions are not meant to be final – they describe options for the conception of an

educational service and point out aspects of international educational work to be taken into

account.

Category in the catalogue of requirements

Quality criterion

What is required when planning and developing an educational service?

Descriptions and documents required by the quality report

What has to be described and explained in the quality report?

What has to be justified in the quality report?

What documents and evidence have to be added to the quality report?

Additional explanation

How should the quality criterion be understood?

How can people work with this quality criterion?

When will the descriptions and explanations in the quality report be deemed sufficient and convincing?

Questions for reflection

What questions can educational service providers ask themselves when working on the quality criterion?

A Prerequisites and framework conditions for planning and designing the educational service

(A 1) The educational objective of the service is in line with educational policy rules and regulations and the requirements of the target country.

The service’s educational objective is geared to the requirements of the target country and linked to German educational policy rules and regulations that are used as a reference for the planning and design process of the educational service. Educational policy rules and regulations are federal and state-wide legal provisions, as well as guidelines set by industry associations or professional organisations.

The target group of the service is clearly defined.


- description of the service’s educational objective, - description of the service’s target group, - description of policy rules and regulations that are used as a

reference for the planning and design of the educational service, - rationale behind the educational objective with regard to the

requirements of the target country.

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The educational objective indicates the vocational degree and/or the occupational development perspective for the learner. The orientation on the requirements of the target country underlines the relevance of the educational service for the target group in the target country. The reference to educational policy rules and regulations shows that fundamental standards of the German educational system are applied during the planning and design process, and identifies these.

Educational policy rules and regulations are, for example, framework curricula, modular programmes, ordinances and provisions, and quality standards for basic and advanced training. If the educational service does not refer to these rules and regulations, convincing reasons must be given and equivalent rules/standards listed.

By defining the expected qualifications, skills and/or professional experience, the target group can be described more specifically.


- For whom is the educational service designed? - For which vocational degree does the service prepare the learners? - What development perspectives will the learners have in the target

country after successfully completing the training? - What educational policy rules and regulations form the basis for the

design of the service? Why were these used?


(A 2) Intercultural management has been introduced.

By setting up a system for intercultural management, the provider ensures suitable intercultural co-operation with foreign partners and customers that takes language, culture, traditions and values into account.

The service provider will draw conclusions that help to design the educational service in the target country.


- description of the intercultural management system, - description of the conclusions drawn and their impact on designing

the educational service in the target country, at least with regard to language and cultural specificities of the target country.

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The service provider must be prepared for the requirements of the target country in order to plan and design the educational service for an international context.

This includes, for example, being aware of cultural values and norms and communication and behavioural styles in the target country, as well as of one’s own cultural background. To that aim, the service provider has to develop a conceptual framework for recognising and naming important cultural differences and for using this knowledge to implement the service in the target country. The intercultural management system will also help train the necessary skills of the service provider, such as intercultural skills and, in particular, language skills.


- Where do important cultural differences between the home country and the target country become evident? What values and norms govern people’s behaviour? What are the dominant traditions? What are important behavioural norms? How are cultural specificities expressed in the business context? What role does religion play in everyday life (at work)? How do people deal with conflict? Are there any rules for communication that should be observed?

- Which cultural differences may lead to conflicts in the context of co-operation, especially during execution of the educational service?

- How can the staff’s awareness for differences be raised? What skills are needed?


(A 3) Collaborative structures with partners in the target country have been established and are well-maintained.

The service provider has established collaborative structures with partners in the target country to design and carry out the educational service. The service provider uses suitable tools based on the intercultural management system to nurture this collaboration.


- description of the collaborative structures with partners in the target country,

- descriptions of the tools used to nurture the collaborative ties, - rationale behind the choice of tools to nurture the collaborate

structures with regard to cultural specificities in the target country.

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Collaborative structures can be, for example, networks, alliances and other co-operative ties to relevant partners in the target country, e.g., public organisations, associations, chambers, educational providers or teachers.

The collaborative structures ensure access to important information and the right framework conditions for designing and carrying out the educational service. They contain for example an:

- analysis of the educational system, - analysis of requirements and conditions in the target country that

affect the design of the educational service, - analysis of learning and teaching habits in the target country, - analysis of the existing resources (e.g., learning facilities, staff).

If you want to establish and preserve collaborative structures, it is important to consider the target country’s business etiquette and communication culture and choose your tools accordingly.


- What co-operation partners in the target country are important for designing and offering the educational service? What are the co-operative structures being used for?

- How does co-operation work? What tools are most suitable with regard to language, communication style, values and norms in the target country?

- How do you ensure that the collaborative structures are sustainable?

B Design of the educational service

(B 1) The educational objectives of the service focus on learning outcomes.

The educational objectives of the service focus on learning outcomes and contain information about the knowledge and skills to be acquired by the learners.

The educational objectives are derived from German educational policy rules and regulations and the requirements and conditions in the target country.


- description of the educational objectives of the service, - rationale behind the choice of educational objectives with regard to

educational policy rules and regulations, - rationale behind the choice of educational objectives with regard to

the requirements and conditions in the target country.

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In order to make the quality criterion (A 1) more concrete, educational objectives must be defined. Using the German Qualifications Framework as a basis, the educational objectives describe the occupational competence to be acquired in terms of knowledge and skills. Here the service provider can distinguish between different kinds of sub-competences, for example, professional competence (knowledge and skills) and personal competence (social competence and independence).

The connection to educational policy rules and regulations and to the requirements and conditions in the target country underlines the relevance of the educational objectives.


- What skills do learners need with a view to their possible (professional) application?

- What are learners expected to achieve through the training? What skills should learners have after completing training?

- Which educational objectives defined in education policy rules and regulations can be transfered to the target country? Which objectives have to be adapted or added?

- How can the needs and requirements of companies be identified and included when defining the educational objectives?


(B 2) The content of the service is geared to achieving the learning objectives.

The content and timing of the service are suitable for achieving the envisaged educational objectives.


- description of the service’s content and the time required for the individual elements of the service,

- description of the service’s content with regard to the envisaged educational objectives,

- optional document: structure of content and schedule / curriculum of the educational service.

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The content and schedule of the educational service are derived from the educational objectives listed under B 1.

The content of the educational service and the time needed for the individual components can be illustrated in a curriculum. Depending on the scale of the educational service, it can be helpful to divide the curriculum into learning sections. Learning sections are separate modules defined by content, time or location that are carried out either independently or consecutively.

The core element of the quality criterion is the rationale for the interaction of educational objective and content. This rationale explains how the content of the service and its timing are derived from the educational objectives.


- What content has to be imparted in order to achieve the envisaged learning outcomes? How do the different learning modules build on one another?

- What pre-existing skills of the learners can be used as a basis for instruction?

- How much time is needed for the acquisition of knowledge and skills?


(B 3) The methodological-didactic concept of the educational service is geared to the learning objectives and the learning culture in the target country.

The methodological and teaching concept of the educational service is suitable in order to achieve the envisaged educational objectives. The methods and media that are used take the target country’s learning culture into account.


- description of the methodological-didactic concept (at least with regard to methods and media) of the service,

- rationale behind the methodological-didactic concept with regard to educational objectives,

- rationale behind the methodological-didactic concept with regard to the target country’s learning culture,

- optional document: methodological-didactic concept.

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Additional explanations

The methodological-didactic concept illustrates the methods and media that are used to teach and communicate content with the aim of assisting and supporting learners in achieving the educational objectives. The service provider offers support by, for example, selecting methods that promote certain sub-skills and thereby help the learner acquire occupational competence. The methods may also focus on the interplay of theory and practical application or on enabling the learners to act in real-life situations. The methodological-didactic concept can also be documented in the curriculum, which makes it possible to illustrate its relation to the content and the educational objectives directly.


- How can the methodological-didactic concept help promote both the acquisition of knowledge and the development of skills?

- What teaching and learning methods and media are the learners in the target country used to? What other methods and media can assist the learners in achieving the educational objectives?

- How can learners be acquainted with new methods and media? What needs to be considered in this process?

- Do the learning venues and resources impose any limits on the choice of methods and media?

C Organisation of the educational service

(C 1) The learning venues and resources are appropriate for the implementation of the content-related and methodological-didactic concept of the educational service.

The service provider has defined criteria for learning venues and resources that take into account the conditions and special features in the target country, thereby enabling appropriate implementation of the content-related and methodological-didactic concept.

The selection and/or set-up of the learning venues and resources follow pre-defined criteria.


- description of the conditions and special features in the target country that have an impact on the set-up of learning venues and resources,

- descriptions of the criteria related to learning venues and resources, - rationale behind the choice of criteria for learning venues and

resources with regard to the content-related and methodological-didactic concept of the educational service,

- description of the procedures for the selection and/or set-up of learning venues and resources.

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The service provider has to ensure that the learning venues and resources are suitable to carrying out the educational service with regard to the content-related and methodological-didactic concept – even if the learning venues are provided by third parties and/or located in the target country. The criteria to be defined for these can include the following characteristics: technical/media equipment, material/teaching equipment, premises and design. It might, for example, be necessary to provide specific learning resources or other material related to the vocation in question to be able to implement the methodological-didactic concept and communicate the content.


- What conditions and special features in the target country have an impact on the learning venues and resources?

- For which features should criteria for learning venues and resources be defined? What are the minimum criteria to be fulfilled?

- Why are these criteria important for implementing the content-related and methodological-didactic concept?

- What can be done if the actual conditions in the target country do not meet the pre-defined criteria?


(C 2) The staff has the right skills to implement the content-related and methodological-didactic concept of the educational service.

Taking into account the content-related and methodological-didactic concept and the intercultural management system, the service provider defines the necessary pedagogical, intercultural and professional skills of the staff.

The staff is selected on the basis of the skills needed.

Description and documents required by the quality report

- description of the necessary pedagogical, intercultural and professional skills of the staff,

- rationale behind the choice of skills needed by the staff based on the content-related and methodological-didactic concept of the educational service,

- rationale behind the choice of skills needed by the staff based on the intercultural management system,

- description of the procedure for staff selection.

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The staff’s skills are of pivotal importance for the implementation of the content-related and methodological-didactic concept. This is why the necessary pedagogical, intercultural and professional skills of both internal and external staff have to be derived from the intercultural management approach described under A 2 and the standards for the content-related and methodological-didactic design of the educational service according to B 2 and B 3.


- What qualifications / degrees are required? - Are there any rules or provisions set by an external examining board

that need to be considered? - What requirements and conditions in the target country should be

taken into account when selecting staff? - What intercultural and language skills are needed with regard to the

target country? - Which specific skills derive from the teaching and learning culture in

the target country? - How do the skills demanded of the staff help ensure that the content-

related and methodological-didactic concept can be appropriately implemented?


(C 3) Consumer protection rules are accessible to the public. People are informed about complaint mechanisms.

The service provider publishes the consumer protection rules related to the international educational service in both German and English.

The users of the service are informed about the authority in charge of complaints concerning the quality label.


- description which consumer protection rules are defined and published,

- description in which way customers are informed about the authority in charge of complaints concerning the quality label,

- additional document: consumer protection rules in German and English.

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Consumer protection rules form the basis of contractual agreements and provide customer information on the educational service, data protection measures, the conclusion of contractual agreements, payment and cancellation conditions, and contractual periods. The rules follow recognised legal and other provisions.

An independent complaints body has been set up for educational services that were approved in accordance with the quality label. This gives the users of these services the opportunity to contact this body – which is independent of the service provider – inter alia with criticism, suggestions for improvement, recommendations.


- What rules have to be in place to guarantee the users’ consumer protection rights?

- Are there legal provisions of the home country or the target country that have to be considered?

D Design of the vocational degree

(D 1) The achievement of the service’s learning objectives is being assessed with tools that are suitable as to their content and methodology.

The educational service includes one or more learning outcome assessments conducted either internally or by an external authority in charge of examinations. These assessments test the knowledge and skills acquired by the learners and compare them to the educational objectives. The assessments are suitable as to their content and method and take into account the requirements and conditions in the target country.


- description of the content and method of the learning outcome assessment(s),

- rationale behind the choice of assessment content and methods with regard to the educational objectives of the service,

- rationale behind the choice of assessment content and methods with regard to the requirements and conditions in the target country.

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The service providers ensure that all learners are tested as to the acquisition of the knowledge and skills described in the educational objectives.

The learning outcome assessment(s) can take place either during or at the end of the training. They should, if possible, evaluate not only existing knowledge, but also skills. Several methods can be used, for example, written exams, multiple choice tests, oral exams, practical tasks, group discussions or complex assessment centres.


- For which educational objectives should learning outcome assessment(s) be planned and conducted? Why are these learning outcomes important for the learner and their possible (professional) application in the target country?

- What methods are most suitable for testing both knowledge and skills?

- What forms of learning outcome assessment(s) are recognised in the target country?

- Should learning outcome assessment(s) be conducted by an external authority? What educational policy rules and regulations would form the basis for these tests? Do the content and method of the learning outcome assessment(s) have to be adapted to the requirements and conditions in the target country? What consultations or arrangements would be needed with the body in charge of testing?


(D 2) The procedure for evaluating learning outcomes is defined in a transparent manner.

The learning outcome assessments are conducted on the basis of binding and transparent rules. These include at least:

- admission criteria for participation in the learning outcome assessment(s),

- involvement of qualified (internal and/or external) examiners, - assessment criteria for evaluating the results.

The rules for conducting learning outcome assessment(s) take into consideration the requirements and conditions in the target country.


- description of the rules for conducting learning outcome assessment(s),

- rationale behind the rules with regard to the requirements and conditions in the target country,

- additional document: written rules for conducting learning outcome assessment(s) – drafted either internally or by an external examination authority,

- optional document: confirmation by an external authority in charge of examinations for the conduction of learning outcome assessment(s).

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Defined rules for conducting learning outcome assessment(s) help prove that the exams take place in a transparent and objective way. If the learning outcome assessments are conducted by an external authority, it is possible to refer to the rules and provisions set by this authority. If learners are tested abroad, the service provider needs to find out whether it is necessary to adapt the rules geared to the German educational system to the conditions in the target country.

The rules for conducting learning outcome assessments complement the consumer protection rules (C 3).


- Are the admission criteria for participation in the learning outcome assessment(s) necessary and useful? How can the admission requirements be reviewed? What consultations may be necessary on this matter if an external examination authority is involved?

- What qualifications do the examiners need? How are they selected? - What assessment method is most suitable for evaluating the

achieved learning outcomes? What assessment methods are commonly used and recognised in the target country? Do the assessment methods allow for an objective evaluation by the examiners?


(D 3) The learners obtain a confirmation attesting to their participation in the educational service and the acquisition of a degree.

The service provider issues a written confirmation attesting to the participation in the educational service and the acquisition of the degree. The confirmation describes the achieved learning outcomes in terms of acquired knowledge and skills.

The content of the confirmation takes into account the requirements and conditions in the target country. The confirmation is written in a language that is commonly used by the learner and the target country.


- description of the confirmation’s content regarding the participation in the educational service and the acquisition of the degree,

- rationale behind the confirmation’s content regarding the requirements and conditions in the target country,

- rationale behind the confirmation’s language regarding customs of learners respectively in the target country,

- additional document: template of the learner’s certificate attesting to the participation in the educational service and the acquisition of the degree.

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The certificate confirming participation in the educational service and the acquisition of the degree serves as proof of the knowledge and skills acquired by the learner. A recognised certificate should contain the following information:

- title and objective of the educational service, period of participation, - information about the learner, - acquired knowledge and skills, - address of the educational service provider, - date and place of issuance, - logo/ stamp and signature of the service provider, - if applicable: mark and examiner’s signature.

Qu estions for reflection

- What requirements for the confirmation of participation in the educational service and the acquisition of the degree apply in the target country and should be taken into consideration?

- How can the certificate best document the achieved learning outcomes?

E Evaluation of the educational service

(E 1) The implementation of the content-related and methodological-didactic concept is assessed and adapted during the entire process.

The service provider assesses and reviews the actual implementation of the content-related and methodological-didactic concept with regard to the learners’ individual conditions and expectations and the requirements and conditions in the target country, including its cultural specificities.

To this aim, the service provider uses evaluation methods and instruments that accompany the process of service implementation, as well as procedures to adapt the content-related and methodological-didactic concept.


- description of the main points of evaluation regarding the learners’ individual conditions and expectations and the requirements and conditions in the target country,

- rationale behind the main points of evaluation regarding the suitability to assess and review the content-related and methodological-didactic concept,

- descriptions of the methods and instruments to evaluate the on-going process,

- description of the procedure for adapting the content-related and methodological-didactic concept.

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The evaluation accompanying the process of service implementation is used to review and constantly adapt the content-related and methodological-didactic concept to the actual needs and requirements of the learners and the requirements and conditions in the target country. This evaluation can include, for example:

- using the learners’ actual context with regard to action and practical application as orientation,

- adapting methods according to the learners’ learning strategies and habits,

- adapting methods to take special cultural features into account.


- What methods and instruments can be used to establish the learners’ individual needs and requirements? What cultural specificities should be taken into consideration?

- What methods and instruments can be used to establish the actual requirements and conditions in the target country?

- How are the evaluation results assessed? When does it become necessary to adapt the content-related and methodological-didactic concept? How is the effectiveness of the adaptation measures assessed?

- How are the evaluation results and conclusions documented and used for the final evaluation?

E Evaluation of the educational service

(E 2) The educational service is subject to a concluding assessment which will provide recommendations for improvement.

The service provider reviews and assesses the planning, design and implementation of the educational service after its realisation on the basis of appropriate benchmarks and indicators.

To this aim, the service provider uses methods and instruments suitable for a final evaluation and a procedure aimed at improving the educational service.


- description of the benchmarks and indicators that form the basis for the final evaluation,

- rationale behind the benchmarks and indicators with regard to their suitability for assessing how the educational service was implemented,

- descriptions of the methods and instruments used for the final evaluation,

- description of the procedure for improving the service, - additional document: evaluation results and conclusions drawn for the

improvement of realised (comparable) educational services.

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The final review and assessment of educational services that have already been delivered is used to reflect on the planning and design elements of the service described in the catalogue of requirements. The criteria used in this process can refer, for example, to the staff, the educational objectives and the learning content, the methodological-didactic concept of the service and/or the design of the learning outcome assessments.

The final evaluation’s assessment should also take into account the results of the evaluation that accompanied the entire process.


- What are the objectives of the final evaluation? What benchmarks and indicators can be derived from these objectives? What information has to be gathered?

- Who should be part of the final evaluation? What elements of evaluation are necessary to be able to assess the quality of the educational service that has been concluded?

- What methods and instruments are most suitable with regard to the people involved in the evaluation? What methods and instruments are most suitable with regard to the information to be gathered?

- How are the evaluation results assessed? How are the results of the evaluation accompanying the process used for the assessment? When does it become necessary to improve the educational service? How do you assess the impact of the improvement?

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III. How to establish and entrench the quality label

What marketing activities can help establish the quality label?

If we want to achieve our objective of supporting educational service providers in creating and

expanding their international educational exports and of establishing an internationally

recognised seal for high-quality educational services, we need to develop a sophisticated two-

fold marketing strategy. First of all, the region needs to be made aware of the label. On top of

that, potential customers in the respective target markets have to be acquainted with and accept

the label and associate it with reliable, participant- and skill-oriented successful educational

services.

Different approaches can be used to reach this goal. They were briefly discussed and sketched

out while developing the quality label.

Making information available on the objectives and purpose of the quality label

The information to be distributed by means of flyers, brochures, the website and specialist

publications is to be geared to two specific customer groups: first, to educational service

providers who work internationally or who would like to expand into international markets, and

second, customers/users of educational services. The following type of information can help the

quality label become established.

Presenting and/or reporting about:

- the use of the quality label for educational service providers interested in tapping

international markets and marketing their own services,

- the quality criteria for educational services for the international market developed in line with

the quality label’s approach,

- the possibility of getting approval for educational services under the Qvet quality label and

how this approval will be certified to potential customers,

- educational services approved in line with the Qvet quality label,

- the initiators, representatives and partners involved in the work surrounding the Qvet quality

label,

- activities and events related to the Qvet quality label,

- the integration of the Qvet quality label in national and international co-operative structures

and networks,

- the support offered to educational service providers for planning and designing educational

services for the international market.

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How to entrench the quality label regionally

Acquiring partners who promote the label’s objectives will be a major factor in successfully

establishing the quality label and getting it recognised internationally. Joint initiatives of

educational service providers and political and business stakeholders are of particular

importance for the regional entrenchment of the label. Strong regional roots will foster the

label’s acceptance and the success of joint marketing activities abroad.

In Berlin, the Senate Department for Integration, Labour and Social Services has acted as a

partner and supporter of the conception and development of a quality label for international

educational services by actively providing resources and expertise.

As a result, this manual can present basic prerequisites, procedures and framework conditions

for a “good-practice model”. The Senate Department for Integration, Labour and Social Services

also assisted with public relations efforts, both “internally” with regard to Berlin’s educational

service providers and “externally” with regard to the international educational market.

An identity-boosting corporate design can also help the quality label become more widely

known. A Berlin-oriented logo was developed for this region; its design alludes to the beberlin

logo, thereby making use of the internationally recognised and popular “brand” of the city of

Berlin.

Education “made in Berlin” goes international

Networks and co-operation

A key component of the effective establishment and marketing of the Qvet quality label is the

collaboration with stakeholders from the business, political and educational sector. The goal is

to make the quality label better known to potential customers abroad. The following networks or

collaborative structures could be used:

- embedding the label in the region’s foreign trade strategy and existing information exchange

fora about international activities,

- attracting partners with a political or business background who can act as multipliers for

marketing the objectives and purpose of the quality label in the region and abroad,

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- getting in touch and forming networks with educational foundations and associations abroad

to publicise the quality label,

- using city partnerships and trips of delegations / exchange visits in the educational sector to

make the quality label better known,

- participating in international education-related trade fairs abroad to make the quality label

better known,

- collaborating with the national iMOVE project to foster exchange and to showcase the

quality label,

- using collaborative ties between educational service providers and companies and

counterparts abroad to present the quality label.

Assistance for educational service providers

A system of assistance for the international activities of educational service providers can help

to both boost competence in international educational work and promote the planning and

design process of educational services in line with the Qvet quality label’s criteria.

A system of assistance for educational service providers should include awareness-raising,

exchange and concrete individual support:

- Awareness-raising: Offering awareness-raising activities to educational service providers

will help to demonstrate the challenges and opportunities of international educational work.

This can be realised by organising information events and conferences.

- Workshops: Workshops can initiate an exchange of experience and learning transfer

between educational service providers who are already operating abroad. It would also be

possible to organise targeted workshops for internationally experienced service providers

and those interested in international expansion. This will produce important results not only

for the participants, but also for the quality label. These events can be complemented by

specialised workshops, for example, on intercultural skills or country-specific issues.

- Individual counselling: Educational service providers who need help in designing their

services should have access to individual counselling.

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In what structures can the quality label be embedded?

Embedding the Qvet quality label in a sophisticated support structure will help to establish and

market the label. In concrete terms, this means:

- Educational service providers have the opportunity to exchange their experience within an

alliance that brings in policymakers, business representatives and scientists (“export

community”). This alliance creates and develops a joint umbrella brand for the quality label

and connects it to other international activities – both regionally and nationally.

- Experts use their know-how and their experience to support the (further) development of

the quality criteria for international educational services and the approval of educational

services according to the Qvet quality label.

- Approval for educational services is granted by an independent certification office which is

responsible for promoting the acceptance of the quality label through proper approval

procedures.

Several bodies help with implementation in the context of a comprehensive structure.

Non-profit association for supporting educational service providers

Advisory board

monitorscertif ies

appointspromotes

Promotion and support for international education exports

Quality label certification office

Educational services

The Anerkennungsstelle (certification office) as an independent body is responsible for

assessing and approving the educational services for the international market in accordance

with the Qvet quality label. Its work is monitored by the Beirat (advisory board). A non-profit

association ensures the establishment and maintenance of a support and exchange structure

for educational service providers. The clear-cut separation between advice to educational

service providers and the independent approval procedure for educational services ensures

professional and objective implementation and helps avoid possible conflicts of interests.

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The three bodies mentioned above have specific functions and tasks that are further explained

in the respective statutes and rules of procedures.

Functions and tasks of the certification office

The certification office for the Qvet quality label is responsible for organising and carrying out

the appraisal procedure for educational services and for offering the related services and

support to the educational providers. It applies internationally recognised standards and is thus

competent to appraise and approve the educational services. Its tasks include:

- defining the quality criteria of the quality label’s catalogue of requirements,

- drafting and updating the guidelines and the toolbox for working on the quality label,

- drafting, reviewing and updating the examination and approval rules for appraising and

approving educational services under the quality label,

- organising and carrying out the appraisal and approval of educational services in

accordance with the quality criteria in the catalogue of requirements,

- receiving and processing feedback from internal and external customers (central complaints

body),

- selecting suitable appraisers and organising meetings for initial training and exchange of

experience between appraisers of the quality label.

Functions and tasks of the association

The association is responsible for further developing existing expertise of the international

educational market and making it accessible to educational service providers. The association

is made up of member organisations and individual members, including educational service

providers, consultants for educational export and stakeholders from the business community.

The association’s tasks include:

- making recommendations for the approval of educational services and the awarding of the

quality label,

- organising expert conferences and workshops on the opportunities and challenges of

international educational activities, how to shape international educational work and how to

analyse one’s own potential,

- providing information and material for the development of educational services for the

international market,

- organising workshops for an exchange of experience between educational service providers

who are already engaged in international activities and those who are considering an

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expansion of their activities, and workshops on important aspects of international

educational work,

- lobbying for and presenting the quality label at diverse co-operative structures and

networks.

Functions and tasks of the advisory board

An advisory board will be formed by initiators of the quality label and other stakeholders. The

board’s members should represent the following areas of expertise and interest: quality

management, education, business, science, international affairs, and foreign trade. The

advisory board monitors the work of the certification office. It gives recommendations on the

application and design of the quality label. In detail, this means:

- providing advice on the objectives and quality criteria of the quality label,

- reviewing the rules for examination and approval and the procedures for appraising and

approving educational services,

- providing advice to the certification office concerning questions on the appraisal and

approval procedures,

- auditing the work of the certification office,

- reviewing the systematic follow-up to feedback from educational providers and their

customers.

Qualitätssiegel · Vocational Training and Continuing Education Export Sector), about 11 per cent...

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Transcript of Qualitätssiegel · Vocational Training and Continuing Education Export Sector), about 11 per cent...