Education and Training Ensuring quality in education in Europe. Policies and approaches to school evaluation 14 November 2014 Peter Birch 1 EURYDICE Network

Education and Training

Education and Training

Ensuring qualityin educationin Europe.

Policies and approaches to school evaluation

14 November 2014

Peter Birch

1EURYDICE Network

Education and TrainingEducation and Training

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Eurydice

The forthcoming report on school evaluation

(provisional data)

Content

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Eurydice Network in 2014

36 COUNTRIES

40 NATIONAL UNITS(under Ministries’ responsibility)

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Eurydice:mission statement

To provide

those responsible for

education systems and policies in Europe

with European-level analyses and information

which will assist them in their decision making.

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Eurydice national units provide normative and qualitative information (laws, decrees, regulations and recommendations)

Descriptive, comparable information on European education systems and policiesComparative analyses on various topics

Eurydicecontribution at work

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3 types of products

Harmonised descriptions of education systems - Eurypedia

Reports

Facts and Figures

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https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/

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https://webgate.ec.europa.eu/fpfis/mwikis/eurydice


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Reports

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Facts and Figures

Structure and main features of European education systems

School and academic calendars

Structure of European education systems

Teacher and School Heads Salaries

Student fees and support systems in Higher Education

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The report on school evaluation

• Comparative analysis of

school evaluation systems• External evaluation

• Internal evaluation

• National Profiles• External evaluation

• Internal evaluation

• Other quality assurance methods

• Reforms

Contents

Provisional data

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Why school evaluation

• Recommendations of the European Parliament and Council on European cooperation in quality evaluation in school education. OJ C 116, 1.3.2001

• Council conclusions ET2020: emphasis on quality in education (Strategic objective 2). OJ C 119, 28.5.2009

• Council conclusions on quality assurance supporting education and training. OJ C 183, 14.6.2014

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What is school evaluation

• Evaluation: systematic and critical analysis

of a defined subject

• One among other quality assurance

approaches in education

• Focuses on the school as an entity and unity

• Does not place responsibility on individuals

but on the overall functioning of the school

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Scope of the report

• Full-time compulsory education

• Public schools (private only in Belgium, Ireland, the Netherlands, United Kingdom)

• Reference year 2013/2014

• EU Member States, Iceland, Norway, Turkey and former Yugoslav Republic of Macedonia

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Overall main findings

• In 25 countriesboth external and internal evaluation

• In 5 countries school evaluation relies more on internal than external evaluation

• In 3 education systems there are no central/top level regulations on both external and internal evaluation

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External evaluation

• Development over the last ten years

• Additional countries have developed it

• Evolution of its nature:

• From individual staff to school as a whole

• From 'checklist' to culture of quality enhancement (legal compliance dimension AND efficiency/efficacy)

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Figure 1.1: Status of the external evaluation of schools according to central/top level regulations, full-time compulsory general education, 2013/14

Data not available

External evaluation of school is carried out

No external evaluation of school is carried out

External evaluation of school carried out as a piloting phase

External evaluation 1/7

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Figure 1.3: Central/top level arrangements for establishing the content and criteria of external school evaluation, full-time compulsory general education, 2013/14

Data not available

Specific framework with parameters but no standard

No external evaluation of schools

List of topics to cover/indicators to consider

Provisional data

Specific framework with parameters and standards

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Figure 1.4: Procedures for external evaluation, full-time compulsory general education, 2013/14


LeftISCED1

RightISCED 2-3 No external evaluation of school

Analysis of documents

Risk analysis

Visit to the school

Classroom observation

Interviews withschool staff

Involvement ofstakeholders

Final report

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Figure 1.5: Involvement of pupils, parents, and the local community in external evaluation, full-time compulsory general education, 2013/14

Data not available

Pupils

Local community

Parents

All three typologies

No participation of stakeholders

No external evaluation

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Figure 1.7: Typology of outcomes following the school external evaluation report, full-time compulsory general education, 2013/14

Data not available

Remedial actions


Disciplinary actions

Profile-raising actions

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• Approaches:

• Risk Analysis (process)

• 'Profile-raising' actions (use)

• Systemic accountability (belief)

• Government-based

• Market-based

Innovative approaches and systemic accountability


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choosea schoolExternal evaluation 7/7

Distribution of evaluation reports

Data not available

Reports aremade public


Reports are distributed with restrictions

No distribution of the reports to outside parties

ISCED 2

ISCED 2 and 3

Degree of parental/pupil freedom in choice of school

KD on educ 2012

STUDENTSare

allocated to

a specific school by the public autho-rities based on geographical criteria

a school but parentsmay request an alternative

but the public authorities may intervene if it is over-subscribed

with no action by the public authorities to regulate pupil numbers

Pro

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ata

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Internal evaluation

• Compulsory in 28 education systems

• In most of the others it is recommended

• Only in France (ISCED1) and Bulgaria there is no obligation or recommnedation at central/top level

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Internal evaluation 1/3

Figure 2.2: Parties involved in internal evaluation of schools according to central/top-level regulations, full-time compulsory general education, 2013/14

Data not available

School staff

No central/top level regulations on parties involved

School staff + parents/students/other school stakeholders

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Figure 2.3: Supporting measures available to internal evaluators of schools; full-time compulsory general education, 2013/14


LeftISCED1

RightISCED 2-3 No internal and/or external

evaluation of school

Training in int. eval.

External evaluationframework/parameters

Indic. enabling schoolsto compare with other sch.

Guidelines and manualsspecific to int. eval.

Online forums

External specialists

Financial support

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Figure 2.4: Uses and users of the results of the internal school evaluation, full-time compulsory general education, 2013/14


LeftISCED1

RightISCED 2-3 No internal and/or external

evaluation

Schools forimprovement purposes

Central/top-level or reg. autho-rities for external evaluation

Central/top-level or reg. autho-rities for monitoring purposes

Local authorities for the mana-gement/evaluation of schools

Local authorities for preparing reports for central authorities

Compulsory publication

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Interactions between internal and external evaluation

• Use of internal evaluation as source of information for the external evaluation

• Compulsory use of external evaluation framework for internal evaluation (rare)

• Systems where internal evaluation is key to external evaluation

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http://eacea.ec.europa.eu/education/eurydice/index_en.php

http://eacea.ec.europa.eu/education/eurydice/index_en.php


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Most knowledge is learning from the other across the border.

Amartya Sen - Indian Economist Nobel-prize winner

• Thank youWebsite:

http://eacea.ec.europa.eu/index_en.php

Functional mailbox: [email protected]

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Documents

Education and Training Ensuring quality in education in Europe. Policies and approaches to school evaluation 14 November 2014 Peter Birch 1 EURYDICE Network