Obrtničko učilište, an adult education institution, follows developments in quality assurance. It was among the first adult education institutions to formally introduce a quality assurance system and has operated an ISO 9001:2015 quality management system for many years.
The college has also supported several schools and regional centres of competence in introducing quality systems, conducting self-assessment and carrying out trial external evaluation.
Our services fall into several categories:
- Self-assessment procedures in regular vocational education or adult education
This service strengthens vocational school management and staff in developing a culture of quality and educational quality assurance. It includes analysing quality criteria and corresponding self-assessment instruments for headteachers, teachers and all curriculum components, including learner results and trends in each quality area. After developing self-assessment tools and criteria, the college provides professional support to schools and adult education institutions with implementation, analysing collected information, drawing conclusions for improvement, preparing key documents and establishing quality assurance bodies and subsystems. Self-assessment is generally carried out by the institution's staff using the criteria and indicators in the Quality Assurance System for Vocational Education and Training or the Quality Assurance System for Adult Education (https://www.asoo.hr/osiguravanje-kvalitete). Instruments are developed from the selected evaluation areas, criteria and indicators.
- Trial external evaluation procedures
A guided process of forming a team of experts and evaluating all elements of a school's or adult education institution's quality assurance system. It includes reviewing quality assurance documents such as regulations, forms, procedural instructions, committee and body minutes, survey results and questions, and self-assessment reports. It also covers examining processes, documentation and completed activities, and interviewing stakeholders — headteachers, teachers, pupils or adult learners, parents and employers — in the role of a critical friend.
- Establishing a model for tracking learners after completing regular vocational or adult education
This includes systematically following former learners' work, professional development and employment. Relationships with the alumni community are important to an institution's continuing development and quality. The process starts by adapting the tracking model to the institution's needs and training staff responsible for quality assurance to communicate systematically with former learners, understand their labour-market position and industry, and assess education's contribution to their careers. Former school pupils may later join adult education programmes. Former adult learners may become teachers or employers providing placements. Cooperation with businesses also supports adaptation to labour-market needs. Another aspect is establishing a mechanism to track learners' destination occupations and employers, as required by the quality assurance elements of the self-assessment methodology.
Contact us so that we can assess together how effectively you deliver school or adult education and plan improvements to your work.