Coordinate Erasmus + Strategic Partnership project CHANGE ...zatbg.org/wp-content/uploads/2018/09/Excellent-in... · Bulgaria. Riga State Technical School coordinate Erasmus project

Riga State technical School

Coordinate Erasmus + Strategic Partnership project

CHANGE MANAGEMENT FORWARDING TO EXCELLENCEIN VOCATIONAL EDUCATIONAL INSTITUTIONS

Co-funded by the Erasmus+ Programme of the European Union

Slovenia

Lithuania

Latvia

Estonia

Bulgaria

Riga State Technical School coordinate Erasmus + projectChange management forwarding to excellence invocational educational institutionsCo-funded by the Erasmus+ Programme of the European Union

Project descriptionErasmus+Strategic Partnership project „CHANGE MANAGMENT FORWARDING TO EXCELLENCE IN VOCATIONAL EDUCATIONAL INSTITUTION” (EVET) Project nr. 2016-1-LV01-KA202-022699

PROJECT MAIN OBJECTIVETo improve quality management approaches in voca-

tional education and training (VET) institutions through promotion of self-evaluation and benchmarking, as well as implementation of change management thus en-suring sustainable and continuous growth and results among VET institutions.

EVET team are created form 5 country and 6 partners.

We visit every country to see the schools and know more about their qulity managment. We try to share the good practices, how every country motivates students, creates teams that work for one goal and the most improtant how they increase education quality. Further you will see every country and the partners, which are focused on quality in every step they make.

Resume about reaserch: The research was organized in January 2017.

Five EVET project partners took part and answered 10 research questions. The main question was, what the institutions do to sustain a certain level of quali-ty and the main answer was, that the key methods are internal assessment system and clear goals, quali-fied stuff and efficient management systems as well as annual individual development evaluation discussions, regular meetings and self-evaluation reports. You can read more about the reaserch from our project webpage www.evet.lv.

More information about project, you can find on our web page www.evet.lv

To examine and research existing approaches for quality assurance in VET and training sector in participating countries.

To carry out self-assessment based on EFQM and EQAVET principles to identify both strengths and weaknesses of the partner organizations

To share and validate identified tools and approaches and learn from each other.

To implement change management in partner organization based of exchange of effective practices.

To develop a Guide of recommendations of effective practices and support their practical implementation in VET institutions.

CONCRETE OBJECTIVES IN PROJECT PROCESS:

Latvia

Eurofortisthe coordinators of the project and Association “Eurofortis”,the partner of project

Bulgaria

Zinev Art technologies,the partner of project

Slovenia

Education Center Pirmanida Mari-bor, the partner of project

Estonia

Valga Country Vocational Training Centre, the partner of project

Lithuania

Alytus Vocational Training Centre, the partner of project

Latvia

Rigas State technical school,the coordinators of the project

Rainer Kuutma

Manager of International Projects Valga County Vocational Training Centre Loode 3, Valga, 68206, Estonia Mobile +372 5246710 E-mail [email protected]

Raimonda Makavecke

[email protected] Putinu streetLT-62175 AlytusLITHUANIATel./fax +370 315 [email protected]

Alneka Hmelak Gorenjak

Dr. Alenka Hmelak Gorenjak

[email protected]

Izobraževalni center Piramida

Maribor

Park mladih 3, 2000 Maribor,

www.icp-mb.si

Migalena Molhova

Zinev art technologies, LtdMladost 4, building 425,entrance 3, ap. 531715 Sofia, BulgariaTel.: 00359 2 4342244 E-mail: [email protected] www.artsbg.net; www.zatbg.org

Rebeka Grīnfelde

Kr.Valdemāra iela 1c, Rīga, LV-1010, Latvija Tel.: 00371 25445592 E-mail: [email protected]

Vanda Novokšonova

Tel.: +371 27763451

Dēļu iela 4,

Rīga, LV-1004

[email protected]

Want to collaborate and build projects together? Contact Us!2 3


LatviaRIGA STATE TECHNICAL SCHOOL

Riga State Technical School (RSTS) executes programs of secondary vocational education and is one of the biggest vo-cational education establishments with a history since 1918. There are more than 2300 students in RSTS. Number of per-sonnel is 435, including 227 teachers.

RSTS has been granted the status “Vocational Education Com-petence Center”. RSTS executes programs of secondary voca-tional education providing the third level of vocational education and acts as a regional or industry methodology center, teacher further education center and evaluation of professional compe-tence acquired outside the formal education.

RSTS provides educational programs in such fields as Auto trans-port, Catering services, Construction, Programming and computer systems, Entrepreneurship, Commerce and accounting, Chemistry

technology; Energetics and electric engineering; Engineering me-chanics; Printing and publishing; Woodworking technologies and wood production; Railway transport; Further education.

In every program we have cooperation partners, so RSTS can ensure practical lessons for students.

The purpose of international cooperation at RSTS is to provide for the competitiveness of the vocational education in Latvia at the European level. RSTS has experience in European project in Erasmus + KA1 and KA2, Nordplus and other projects.

We are always open to cooperation in different projects.

LATVIAN EDUCATION QUALITY SERVICEThe aim of the State Education Quality service (SEQS) is to en-

sure quality and the rule of law in education by monitoring the quality of education and providing support in the implementa-tion of educational process. It is essential that all parties involved in educational processes at various levels should reach a com-mon understanding of what a contemporary, innovative school is, what we expect of it, what we consider to be quality education, what the quality criteria are and their definition. (https://ikvd.gov.lv/en/about-us/our-mission). SEQS carries out system evaluation in Latvia. SEQS is responsible for the legal accreditation and ex-ternal evaluation of schools (every six years) and licensing of their education programs (every two or six years).

Latvia faces many reforms wich are already done and will be implamented. On of the priorities of the Ministry of Science and Education is to emphasise the development of working environ-ments to make cooperation with vocational education institu-tions, employers and sectoral expert councils. The reform of the content of vocational education will continue to be pursued with a view to creating a work-based, high-quality, economic-oriented and working-environment-based content of vocational training, capable of responding quickly to labour market demand.

Information from https://ikvd.gov.lv/en/about-us/our-mission).http://www.izm.gov.lv/lv/aktualitates/2142-izglitibas-un-zi-

natnes-ministrijas-prioritates-2017-gada

1. Cooperation with employersTo ensure high-quality vocational education, it is good for

technical schools to cooperate with employers. One of RSTS priorities is a Workplace Based Learning (WBL). WBL is a form of education that envisages acquisition of the learning con-tents not only at school, but also enables the young person to enter the work environment as quickly as possible, and ac-quire the knowledge and skills necessary for work directly at the company, by mutual employer and school’s agreement.The WBL includes the implementation of a targeted staffing policy; employers emphasize the issues of study content in the company and, by coordinating individual plans, provide a quality training process for preparing future specialists in accordance with the specifics of the company.

By creating training programs, looking for best practices for emerging professionals, the RSTS co-operation partners con-tribute to the growth of new professionals.

The RSTS cooperation partners in various ways contribute to the successful operation of the school.

2. Assesment of psychological climateWe believe that at present students who are adolescents are

psychologically more sensitive; therefore, attention is needed from educators, students and support staff, so that students can achieve higher results in vocational training. We are proud of our educational psychologist’s work, which helps to iden-tify, maintain and anticipate the psychological climate in the student groups and at school in general. Surveys are con-ducted to identify the psychological climate. The results are summarized and presented to the management of the RSTS; search for solutions takes place, and are viewed in the dynam-ics in the coming years (there are 380 first semester students). Educational psychologist, in collaboration with group educa-tors, teaches young people about mobbing, how to discover strengths, helps students to explore and analyse their feelings.

The month of adaptation for the first semester students is emotionally difficult, therefore for young people to feel more relaxed, the adaptation activity ‘Feeling at home’ was invent-ed, which has a lot of activities for consolidation of a group. The new students accomplish a mutual homework and spend good time together. Many first year students evaluate this event very positively, noting that it has helped them to feel in their place, to consolidate the group.

In the RSTS, an anonymous suggestion and proposal box has been invented, in which each employee and student can submit their own suggestions for the school life improvement.CONTACTSKr.Valdemāra iela 1c, Rīga, LV-1010, Latvija Tel.: 00371 25445592 E-mail: [email protected]: www.rvt.lv

GOOD PRACTICE OF RIGA STATE TECHNICAL SCHOOL

Expert's opinion

Vanda Novokšonova

The institution has a well-developed cooperation with partners, in particular with future employ-ers of its clients (students). The school establishes such cooperation networks which will help them to determine the partnership’s ability to increase the level of added value for clients (learners).The educational establishment manages relations with its clients in order to provide them with the highest possible added value. It can be conclud-ed that the cliente is being cared for and that the school is aware of what are their current and po-tential client groups, and envisages their different needs and wishes. Clients (learners) have the op-portunity to speak out and engage in the activities of the institution.

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Alytus Vocational Training Centre

LithuaniaAlytus Vocational Training Centre is a public institution,

established in 2004. The Centre offers vocational training, secondary education, basic education, and education sup-port services. The Centre has Industry and Trade Department, Business Service Department, Construction Technologies and Business Department, and Mykolas Krupavičius Agriculture and Business Department. 1564 students learn in the Centre, and 1300 adults learn at continuous and non-formal educa-tional programs every year. 34 programs are for formal vo-cational training, 2 of which are designed for students with special needs, and 97 programs are for continuous vocational training. Basic and secondary education is offered in Gym-nasium Section. Students learn in modern classes, laborato-ries and rooms for practical vocational training, adjusted for students with special needs and functional disabilities. The Centre designs new programs and renews the old ones. 266 employees work in the Centre, 150 are pedagogues. Quality Management System LST ENISO 9001:2008 was implemented in the Centre in 2014. We actively participate at the EU, Eras-

mus+, Comenius, national and local projects. During 2014-2015, three EU funded projects were implemented, devoted to the development of infrastructure; three Erasmus+KA1 projects, one project of National Payment Agency and other. At present, there are implemented two Erasmus+KA1projects, three Erasmus+KA2 projects and one Nordplus Junior project.

National approach to VET quality assurance in LithuaniaThe national approach to improving quality assurance sys-

tems is defined by Concept of VET Quality, developed in 2008 by the MoES in cooperation with the QVETDC and other ex-perts (VET providers, social partners, ministries and regional authorities, representatives of basic, secondary and higher education institutions).

The concept defines the following VET quality assurance in-struments: Internal quality evaluation, National regulation, Sup-port to providers., External quality evaluation, Encouraging de-velopment of quality, VET monitoring, Licensing and supervision, National coordination.

New law on VET (2018) brought changes to the VET system, e. wwg.:

1. Practical skills to be developed at real workplaces, clari-fied provisions for apprenticeship;

2. The role of sectoral professional committees in qualifica-tions formation, apprenticeship planning and other areas;

3. Redefined VET quality assurance arrangements, in-line with the EQAVET;

4. The VET institutions to become self-governing, i.e. their shareholders should be employers, municipal institu-tions, etc.;

5. Planning enrolment into VET data of human resources, monitoring system should be taken into account, and planning of apprenticeship should account on views of sectoral professional committees; defined the role of MOSTA (Research and Higher Education Monitoring and Analysis Centre): VET and human resources monitoring, forecasting of the need for qualifications and preparation of strategic recommendations.

1. Quality Management System was implemented in Alytus vocational training centre on 24 January 2014. It was implemented during EU funds project “Vocational training quality assurance in South Lithuania region” No. VP1-2.2-ŠMM-04-V-03-010. We operate and update our Quality Management System guide every 3 years. It is not obliged to operate Quality Management System in vocational education school in Lithuania. Many schools implemented Quality Management System by EU funds projects for 3 years. Alytus vocational training centre keeps operating Quality Management System using its own budget.

2. We carry out analysis of education and other proces ses by conducting annual supervision audits or certification. Maintenance of Quality management sys-tem documents are updated with changes or new ones:

• legislation;• internal documents and record forms;• responsibility;• operational steps;• the nature and conditions of the school's activity,

the occurrence of new activities or the abandonment of existing ones;

• monitoring indicators and quality objectives;• the needs of students, staff and other interested par-

ties;• finding that documents are incomplete to use, find-

ing a way to optimize them;• during the internal audit, there were discrepancies

between the ongoing activities and their descriptions in the documents.

CONTACTSRaimonda Makaveckė[email protected] Putinu streetLT-62175 AlytusLITHUANIATel./fax +370 315 77979

[email protected], www.aprc.lt

GOOD PRACTICE OF ALYTUS VOCATIONAL TRAINING CENTER

Certificate attesting that LST EN ISO 9001:2015 Quality Management System was implemented in Alytus Vocational Training Centre in 24 January 2014.

Expert's opinion

Vanda Novokšonova

It can be summarized that the heads of the educa-tional establishments set, regularly review and pro-mote the organization's management system and performance development.The institution has organized processes and they are regularly checked and improved. The processes are run from start to finish. The process performance in-dicators and their measurements are provided, which gives an opportunity to evaluate the efficiency and effectiveness of the basic activities, and their signifi-cance in achieving the goals.

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Valga Country Vocational Training Centre

EstoniaWe are the only VET-school in Valga County provid-

ing with vocational education and training. Although the school serves mainly Valga County and ¾ of our stu-dents come from Valga town and the surrounding area, we are directly subordinated to the Ministry of Educa-tion and Research of Estonia.

Valga County Vocational Training Centre was estab-lished by merger of vocational schools of Valga and Helme in 1999. In 2011, construction works of the new study complex were completed and the school contin-ued in the buildings on the outskirts of Valga. More than 500 students are trained at our school to become car mechanics, cooks, cabinet-makers, logisticians, social welfare workers, shop-assistants, tailors, etc. The num-ber of teachers is 50, and the management and technical staff is 20 people.

The students can obtain the European 3rd, 4th and 5th qualification levels. The applicants with compul-sory education (9 years) acquire the upper-secondary education with professional qualification during 3 study years. There are also shorter courses, providing only the professional qualification, e.g. the Logistics program corresponds to the European 5th qualifica-tion level (instruction language is English); the adult training department; nursing and special needs cours-es; session trainings for social welfare students, and other.

The main indicator of quality is accreditation. Oc-cupational qualifications and occupational standards are set by Estonian Qualifications Authority KUTSEKO-DA. General and vocational education in Estonia is promoted by INNOVE, which is subordinated to the Ministry, and works out Vocational training National curricula. The VET schools draw up specific study pro-grams meeting the demands of standards, national curricula, and including specific optional subjects to be approved by INNOVE.

EKKA (Estonian Quality Agency for Higher and Voca-tional Education) is in charge of accreditation of study program groups in Estonian VET-schools. Accredita-tion to VET-school programs is awarded for 6 years, or for 3 years with minor deficiencies, or for 0 years.

A School Development Plan works as a basis of quality management. The plan is set for 2016-2020; it is reviewed and updated annually – including analysis of the internal and external environment; mission, vision and general objectives; fields of outcome results (educational train-ing, hobby activities, staff development, internationali-sation, etc.); risks and risks management; Development Plan management, reviewing and updating, etc.

Ensuring of quality is essential for accreditation. EKKA produce their opinion and submit it to the Ministry, which issues the decision in the form of a Minister’s de-cree.

1. The first thing that we are proud of, is a relative-ly new school house complex consisting of the main building and dormitories, and modern equipment as an investment from the European Union. Although this equipment is 7 years old already, we keep it up in good condition, follow developments in the fields in which we work, and update the equipment. For example, we have turned our library into a digital class where in addition to ordinary PCs, students can use tablets, smartphones and other smart devices. 2. The other thing that we can be proud of, is a rather high digitalisation level. We do not possess too much for paper media, e.g. we have only digital journals for teach-ers and students, connected to the info system of the school. Students submit their applications, requests and even homework electronically. All relevant documenta-tion is digital including study programs, curricula, etc., and it is accessible in the school’s info system. Parents of the students who are not 18 years old can follow the aca-demic progress of their child electronically; and much more.

CONTACTS

Rainer Kuutma

Manager of International Projects

Valga County Vocational Training Centre

Loode 3, Valga, 68206, Estonia

Mobile +372 5246710

E-mail [email protected]

GOOD PRACTICE OF VALGA COUNTRY VOCATIONAL TRAINING CENTRE

Expert's opinion

Vanda Novokšonova

It can be concluded that the institution has a well-organized Resource System. The premises and equipment are set up at the required level and are regularly reviewed and improved, but, most im-portantly, it is done taking into account the indi-vidual needs of educational institutions. It is even thought about the development of the use of in-formation technology, which greatly facilitates the work of the institution itself. A system is being de-veloped to be a true support for the institution's internal and external clients, which are the key stakeholders in the institution.

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SloveniaEducation Center Piramida Maribor

The Education Centre Piramida (ECP) in Maribor provides professional education in food and nutrition branches.

The ECP Maribor centre consists of three units:1. Secondary School for Food and Nutrition, with 300

students per year, provides vocational and technical educa-tion in the following programs:

� 3-years program: baker, butcher, confectioner; � 4-years, or 3+2 program: food technician.

This school has established good international cooperation with vocational schools in Europe.

2. Higher Vocational College, with 150 students. Students can enrol after 4-years secondary education to study 2-years (short cycle tertiary education):

� Food technology and nutrition (Bologna c.p. 120 ECTS): Food and Nutrition Engineer;

� Organizer of social networks (120 ECTS).The school provides theoretical lectures and a variety of ac-

tivities – laboratory work, practical training, projects, research, field trips. The College takes part at the Erasmus Extended University Charter (2007-2013, 2014-2020).

3. The Inter-Company Education Centre, established in 2010, is connected with the both school units, different com-panies and the food industry. The school has a bakery and a confectionary production, organic meat and meat production units; a shop and a café restaurant. Products of our students are on display every work day in the school shop where they can also be bought.

Slovenian education system is organised in several educa-

tion levels:Pre-school education is optional, and encompasses the

centre-based early general pre-school education and care. Children can enrol as early as at the age of 11 months and at-tend it until they start basic school.

Compulsory basic education is organized in a single-structure nine-year basic school.

Upper secondary education offers general upper secondary education and vocational and technical upper-secondary education.

Tertiary education includes short-cycle higher vocational education and higher education study programs. First cycle higher education programs encompass professional and aca-demic study programs. Short-cycle higher vocational educa-tion is provided by higher vocational colleges that offer two-year vocational education. The first, second and third cycle study programmes are offered by public or private universities and single higher education institutions.

Adult education is marked by considerable diversity of programs and institutions.

Quality assurance system in the Slovenian higher edu-cation area

Slovenian Quality Assurance Agency for Higher Education provides for development and operation of the quality assurance system. It counsels in tertiary education in line with European and global development trends.

The Agency contributes to the higher education in terms of education and research, being internationally recognisable, competitive and equally integrated in the global higher education area.

1. School shop and pastry shop EC Piramida Maribor has very modern equipment for bakery, confectionery and butchery. In the school shop and pastry shop, we sell our own products from workshops. Customers can buy bread and bakery products, desserts, cakes, biscuits and ice cream, meat and meat products. Guests can also drink coffee or tea in the pastry shop, they can have something sweet or take our products home. In our pastry shop we organize monthly events “We meet at five “. Usually we invite a guest, who presents to the visitors a foreign country (India, Japan, China, France) and customs (Christmas, New Year, Easter, wedding, carnival). Visitors can taste desserts, bakers’ and meat products from our workshops on the topic of presentation. It provides our students with practical knowledge about the processes in the work field.

2. Social partnership We have Intercompany Education Centre, which has been established for better integration in society at various levels. It rep-resents the point of contact for food processing and nutrition companies, other VET institutions, produc-ers, ex-students, Employment service of Slovenia and Maribor Development Agency. Very important are also connections with Ministry of Education, Science and Sport, Ministry of Agriculture, Forestry and Food, Ministry of Labor, Family, Social Affairs and Equal Opportunities. We have good cooperation and networking with companies in the food indus-try (bakery, butchery, confectionery) and shopping centres – for them we also train their mentors in com-panies. We cooperate with elementary schools: we prepare a workshop catalogue for primary schools, which includes all our workshops. Pupils can make bakery products, desserts or ice cream and listen a lecture on healthy food. For them, we also organize technical and science days.

CONTACTS

Dr. Alenka Hmelak Gorenjak

[email protected]

Izobraževalni center Piramida Maribor

Park mladih 3, 2000 Maribor, www.icp-mb.si

GOOD PRACTICE OF EDUCATION CENTER PIRAMIDA MARIBOR

Expert's opinion

Vanda Novokšonova

The educational establishment has developed a focus on all stakeholders, including the public on a wider scale. The institution has formulated who are its stakeholders; it has grouped them and actively is forming relationship based on a sustainability, mutual trust, respect and open-mindedness. Fol-lowing the description, it is understood that the institution cooperates with its partners in order to jointly create added value for the interested par-ties, giving each other the support underlying the notion of "partnership".

10 11


BulgariaZinev Art technologies

Zinev Art Technologies Ltd. is a private Bulgarian company, established in February 2005; its main aims are:

• to support the educational, cultural and economic devel-opment of civil society;

• to popularize new technologies in education and practice through “life-long learning”, formal and in-formal learning, “in-service” training, “hands-on” experiences;

• to create opportunities for modern and effective profes-sional training in different areas;

• to stimulate intercultural and artistic exchange of experi-ence, skills and ideas.

ZAT has participated in European projects in general and vo-cational education, and regional development. We have par-ticipated in more than 15 projects together with partners from Austria, Denmark, Estonia, Finland, Germany, Great Britain, Greece, Italy, Latvia, Lithuania, Poland, Portugal, Romania, Slovenia, Spain, Sweden and Turkey. The most recent projects are:

“GoScience: creativity and enhanced comprehension in scien-ce teaching and learning”, project in the framework of Erasmus+ programme, partner – http://goscience.eu

• “Excellent in VET: Change management forwarding to excellence in vocational educational institutions”, Erasmus+ Strategic Partnerships project, partner - http://www.evet.lv/in-dex.php/en/

• “DoWellScience”, Erasmus+ Strategic Partnerships project, partner – http://dowellscience.eu/project

• “SWOT: Skils for work opportunities in enogastronomy and tourism”, funded by the Erasmus+ programme, partner - https://swot.pixel-online.org/index.php

• “DigiNET: Digitalization and social media for adult employ-ment”, funded by the Erasmus+ programme, partner - http://diginet-project.eu/

Aims and objectives of the system of quality assurance in Bulgaria: General aim is to achieve VET ensuring high quality re-sults to social and individual needs, and providing for future and unexpected changes. The main objective is to achieve quality of VET providing the workforce, as well as professional training of individuals.

The criteria for quality of VET are used for measurement, planning, performance management, accounting, controlling, and are represented by quantitative and qualitative indicators. The criteria formulations are: “a system to ensure quality of VET”, “quality of legislative framework”, “investments in VET”, “access and participation in VET and lifelong VET”, and other.

The VET system of quality assurance is formed of three main levels - national, regional and local. The basic principle of man-agement is decentralization and definition of rights, obligations and responsibilities.

Key players: The Ministry of Education and Science; National Agency for VET; Ministry of Labour and Social Policy; Employment Agency; Centre for Monitoring and evaluating the quality of school education; institutions providing vocational education and training; teachers, lecturers; students, trained adults.

Funding is based on the principles of decentralization, mar-ket orientation, accountability and responsibility. It applies to schools, VET providers.

1. Working with people, team work in the organization

• In ZAT, management ensures that the mission and values of the organisation are agreed and upheld: all or-ganizational activities are weekly discussed and agreed upon. Team work is encouraged, with at least two ex-perts for an assignment. Everybody has to see new op-portunities and to share new ideas. Participants know that their views are valued. The organization’s success means also personal success; the more people input ef-fort, work faster, the higher is the result quality.

• Another good practice in this field comes from the Professional High School “Velizar Peev” in Svoge (Bulgaria) – the management of the school encourages the team work between teachers not only on their spe-cific topics of expertise, but also on interdisciplinary ed-ucational activities in a friendly, inclusive and pleasant work environment, at the same time securing personal growth, further development of skills and knowledge, leading to improvement of work quality at school. E.g., teachers are working together on extracurricular activi-ties (for example, arrange a literature club for students to develop creative writing; afterwards send their work to different contests in the country and abroad). Teachers also get together to renovate classrooms (men help at construction, interior design; women take care of plants, cleaning, etc.), or electric engineering teachers consult on the electric system maintenance. Teachers advise each other on how to use different instruments, how to solve problems, etc.

2. Organization of the educational process in a more effective way

In this field we can point out the practice of the Professional High School of Internal Architecture and

Wood Processing “Hristo Botev” in Plovdiv. The school has rather small amount of students, learning in small groups, consisting of 10-15 students. For the practical work, the students are visiting their classes divided fur-ther into smaller groups. At the same time, the school has quite a high number of teachers and each teacher is practically responsible for between 20 and 30 students. This allows the teachers to pay bigger attention to their students’ work, and work faster with each one individu-ally to support his/her work, and address problems more productively if any arise in the process of education.

CONTACTSZinev art technologies, LtdMladost 4, building 425,entrance 3, ap. 531715 Sofia, BulgariaTel.: 00359 2 4342244 E-mail: [email protected] Web-site: www.artsbg.netwww.zatbg.org

GOOD PRACTICE OF ZINEV ART TECHNOLOGIES

Expert's opinion

Vanda Novokšonova

The EVET project partner organization ZAT and also the educational institution "Velizar Peev", which the project partners had an opportunity to visit in Bulgaria, have a well-developed effective communication between the staff. People are recognized and taken care of, and their knowledge and competences are regularly developed. From the institution management officials, the clear di-rection of the vision is received and communicated, and by the support of their staff leader, there is strengthened culture of the organization's excellence.At the Hristo Botev educational establishment, it is clear that a customer is "in the centre of everything" and for the customer's satisfaction there is done more than ex-pected, which corresponds to the fundamentals of excel-lence culture.

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LatviaBiedrība Eurofortis

Education is building the future of every country. It is very important to educate and grow the young people the right way, that when they are adult, they are good citizens, they can do a job they like and are good at. Growing children and young people is mainly a task of parents, but as everyone is very busy nowadays, education is having more and more important role in children and young people lives. Unfortu-nately it is still not taken into account.

There is a need to continuously improve the quality in edu-cational institutions, which is also the aim of all European Union and is mentioned as one of the priorities (based on new EU strategy, 2017). It is not only for school to match any kind of standard, but it is about a wish to change and to continually develop. One of the ways to achieve this, is to use Total Qua lity Management principles and models, because such way one can be sure, that nothing is ever forgotten.

Very important point of quality management is to check the situation in the institution – to perform an internal as-sessment. The good tool for organizing this is a self-assess-ment, involving all important stakeholders (indirectly, with a help of questionnaires).

Internal assessment in education institutions in Latvia is performed by the institution preparing its self-evaluation report, which is a mandatory precondition for the accredi-tation of the institution and study programmes, which is a very similar situation to many other European countries.

But there is a difference whether the institution does self-

assessment “on paper” or use it for its development, which is the main purpose of the self-assessment. For develop-ment of VET institutions can be used different European tools, based on Total Quality management – as, for exam-ple, EQAVET or EFQM Excellence model.

EQAVET is a community of practice that promotes Euro-pean collaboration in developing and improving quality as-surance in VET and is taken as a general basis for accredita-tion and quality management process in VET institutions in Latvia and other European countries.

To support the education development, there have been implemented different EU supported and financed projects, which helped the institutions to understand more and to learn to use the Total Quality management principles in their daily life. One of the projects, which aims on VET institutions sup-port on their way to quality improvements and excellence, is also this project – the “Excellent in VET”.

There are some examples of VET schools in Latvia, which use Total Quality management tools and models for its management and development on a voluntary basis, for its development. They decided to have a broad and holistic view of their institutions. To achieve this, some of them use the EFQM Excellence model.

EFQM Excellence model is a holistic tool used mainly in Europe as a base for management, self-assesment and de-velopment of an institution. It consist of 9 criterions, which are grouped to “Enablers” and “Results”.

We, at Eurofortis are EFQM experts, helping the institu-tions, interested in this aproach on their way to excellence. One of the institutions from Latvia, which succesfully intro-duced excellence aproach and EFQM Excellence mo del, is Cesis Tehnology and Design secondary school and here is their short story:

The most important to introduce excellence aproach in the school is to perform a holistic self-assessment and in our school we decided to use EFQM Excellence model as a support tool for our self-assessment organization. The director of our school already had previous experi-

ence with EFQM Excellence model and on-line tool GOA-WorkBench for performing self-assessment by EFQM Ex-cellence model criterions, so new the good way how to organize the process. In the beginning all employees got introduced to EFQM Excellence model and they agreed to get actively involved in all the process. In total there were participating aprox. 25% of all employees in the self-assessment. We performed the self-assessment during 3 days, including listing of suggestions for improvements and its prioritization. In paralel with the self-assesment, there were organized also individual interviews with em-ployees, there had been organized employee and student questionnaires and a SWOT analysis. We used the results from the self-assessment for preparation of the schools 5 years development plan, which had been developed and accepted by the school and local municipa lity during 2 months time period. Nowadays we continue to develop our school and improve the quality using the EFQM Ex-cellence model. Self-assessment helped us to understand our strong points and points to improve. We continue to follow the plan and meet ones per a month with all in-volved employees and verify the progress of the improve-ments realiz ation. We are planning to perform a next self-assessment in a year 2019.

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Co-funded by the Erasmus+ Programme of the European Union

More information about project you can find in our web page www.evet.lv

Slovenia

Lithuania

Latvia

Estonia

Bulgaria

Riga State technical School

Coordinate Erasmus + Strategic Partnership project

CHANGE MANAGEMENT FORWARDING TO EXCELLENCEIN VOCATIONAL EDUCATIONAL INSTITUTIONS

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Coordinate Erasmus + Strategic Partnership project CHANGE ...zatbg.org/wp-content/uploads/2018/09/Excellent-in... · Bulgaria. Riga State Technical School coordinate Erasmus project