It is now commonly accepted that a quality system cannot function properly if it is not, from time to time, ‘inspected’ and reviewed by an independent third party. Otherwise, quality systems tend to deteriorate. What is also clear from experience is that third party inspection should not be a process on its own. Ideally, such a type of audit should be part of the management control system and review cycles within VET providers. A combination of internal (self-evaluation) and external (inspection) measures can promote more critical and realistic attitudes to quality in general.
In self-evaluation one can distinguish two main approaches. Used by national bodies to pilot and support quality in VET, self-evaluation refers to national VET goals and is implemented by peer reviews arising from analysis of the self-evaluation reports delivered by VET providers. It can lead to withdrawal of the right to practice, as is the case under the recent. All countries that use this kind of quality approach support also cooperation between national bodies and VET providers. In this regard the support and counselling of VET providers with a view to improving the quality of VET is being developed as a part of the work of inspection bodies. This does not mean leaving out controlling function.
The second use of self-evaluation is made directly by VET providers on their own. This approach is less expensive than existing quality methods and often refers to internal VET goals.
It is important that self-assessment should be related to its external context, in particular to forms of external control/evaluation. The following topics could be examined:
- links and coherence between the self-assessment quality policy and the regulatory functions of VET
- links between self-assessment and the various external stakeholders in VET
- the possible participation of external assessors in the self-assessment process, and their contribution to the global improvement in VET quality.
Self-assessment is a program of professional development that supports schools in improving teaching and learning through ongoing reflection and peer review. A school undertaking self-assessment involves its whole staff in a process of goal-setting regarding student learning and the operation of the institution, and sets in motion a continuous cycle of internal self-review and external peer review that moves the school closer to its goals.