Status Quo & Future of TQM in ETO in Italy

Status Quo & Future of TQM in ETO in Italy

Beniamino CaputoAgfol sc

SAETO Workshop Bolzano, September, 29., 2006

Saeto LdV pilot project

Summary

Structural characteristics of Education and

Training System in Italy: some data

Quality Systems: accreditation and

certification

Evolutionary perspectives


Structural characteristics ofEducation and Training System in Italy:

some data


* Children may enter up to 8 monthsbefore reaching the age

(a) Postgraduate school / research doctorate(b) Masters(c) Regional post-qualification courses

Source: ISFOL.

(b)

Pre-primary school

Primary school

6

3*

14

Lower secondary school

Art

s ly

cée

Cla

ssic

al ly

cée

Eco

nom

ics

lycé

e

Lan

gua

ge l

ycée

Mus

ic ly

cée

Sci

entif

ic l

ycée

Tec

hnol

ogy

lycé

e

Hum

an s

cien

ces

lycé

e

Vocationaleducation and training

Training for Sta teexamination

First degree(c)

(e)

11

A

p p

r e

n t i

c e

s h

i p

(d)

Specialis t degree

(a)(b)

19

19*

Working world

The Italian education and training system as reformed (2003)

“Delegation in respect of general education standards and minimum servicelevels in education and vocational training”

(f)

0

1

2

3

5

6

ISCE D

4

29

Rig

ht/d

uty

to e

duca

tion

and

voc

atio

nal

trai

ning

IFTS (g)

6*

11*

14*

(d) Length is set by the employment contract; apprentices may be aged from 15to 18 for apprenticeship to complete compulsory education and trainingand from 18 to 29 for occupationally-based apprenticeship

(e) Entrance possible following accreditation of prior learning(f) Entrance possible by recognition of credits(g) IFTS – Higher technical education and training


Le certificazioni SINCERT



The structural characteristics

Every year in Italy approximately 1.600 training centres supply training activities financed by public funds (source: ISFOL).

Training agencies and their consortia in 2003 have represented approximately the 50% of the total supplying subjects.


Quality Systems:

Accreditation and Certification


Quality in educational services

The quality of educational services (“education”), as ability to satisfy associated needs, is the sum of a body of cognitive, scientific, technical and technological, organisational, procedural, relational and communication elements, in which the human variables play a crucial role, as: - direct human resources (teacher, supplier of the performance and pupil, customer of performance);

- indirect human resources (coordination and tutorship staff, pupils families),

who interact very strongly in the productive processes, much more than in other socio economical activities.

The importance of the indicator “satisfaction of the interested parties” (students, their families and the society in which the “well educated trained ” person is destined to become part).


SINCERT certifications

The certifications of management systems issued by SINCERT – certificated productive sites, consolidated data to 31.05.2006 – are approximately:

- Quality management systems (ISO 9001) 103.300

- Quality management systems (according to other sectors) 1.700

- Environmental management systems (ISO 14001) 8.200

- Health and safety at work management systems (OHSAS 18001) 500

- Information security management systems (ISO 27001) 150

for total 113.850 certifications approximately.


SINCERT certification - EA 37

The total number of SGQ certifications (certificated sites), issued to the 30/06/2006, under SINCERT accreditation in field EA 37, is approximately equal to 6.100.This total amount is divided, indicatively, into the different educational activities, conventionally attributed to the sector:-proper Schools ore institutes ( primary school, secondary school, university): 1500- Coordination structures (ex. Didactic directions): 100- Training institutions and agencies (vocational training, various courses): 1.650- Associations and Foundations (cultural activities, work promotion): 1.200- Other (training and related constituting secondary activity): 1.650

In the biennium 2004 – 2006, the increment of SGQ certifications in the field EA 37, has been of the 75 %. Such increment is approximately the double of the average increment of the total of the productive and service sectors (approximately 40 %).


Rilevazione ISFOLLa certificazione delle Sedi formative

Le Sedi formative e la certificazione di classe ISO 1999-00 2000-01 2001-02 2002-03 Dichiarano di essere certificate 17,8 31,0 46,3 56,7 Hanno avviato le procedure necessarie 36,3 35,4 26,6 22,8 Totale 54,1 66,4 72,9 79,5

La ripartizione territoriale nel 2002-03 delle Sedi certificate Certificate Procedure avviate Totale Nord Ovest 81,9 4,9 86,8 Nord Est 55,7 19,8 75,5 Centro 30,2 49,8 80,0 Sud 47,5 24,4 71,9

Tipo di certificazione di classe ISO ottenuta 9001 - 1994 9001 - 2000 9002 Nord Ovest 3,4 94,2 2,4 Nord Est 6,7 90,5 2,8 Centro 2,8 92,6 4,6 Sud 8,5 87,2 4,3 Totale 4,9 92,0 3,1 Fonte: Quarta rilevazione sull'offerta di formazione professionale in Italia.


Conference State - Regions of August, 1.st 2002

Conference State – Regions of February, 18.th 2000

Ministerial decree 166/01 (and enclosures)

Regional Law of Veneto, August, 9. 2002 no. 19

"Institution of the regional list of the accredited training

organisms"

The regional device of accreditation


Definition of accreditation

Accreditation is an act with which the competent Public

Administration recognizes to an organism the possibility to propose

and to realize training – guidance initiatives financed by public

resources.

Accreditation is aimed to introduce quality standards by the local

actors of the vocational training system, according to objective

parameters, in order to realize public policies to support the

development of human resources in the reference territories (M.D. 166

of 2001).


Guidance activity: the actions of information, training

and consulting, aimed to promote the self-guidance and

to support the definition of personal training and working

paths and of the work insertion.

Training activity: the actions of prequalification,

qualification, re-qualification, specialisation and up-

dating realised with systems that use methodologies in

presence and in distance.

The accreditation fields


The operative training centres already in possession of the Quality System in compliance with the norm ISO 9001, or of equivalent systems recognized at European level, could be accredited with a procedure that foresees only the verify of the possession of some requirements and the check of the possession of the specific indicators not comprised in the quality system.

The Regions define the modalities of such control.

Relations between accreditation andQuality System certification


Effects on training system 1

The first effect of the accreditation device has been a strong increase of the accredited or certified centres (ISO):

The 61% of the operative centres taken a census by ISFOL is accredited (865 on 1.415)

The 46% of the centres has an ISO certification (655)

The 27% have started ISO certification procedures (377)

(source: ISFOL Statistics on vocational training - 2003)


Effects on training system 2

Regarding accreditation:

IN VENETO REGION, TO JULY 2006, ARE ACCREDITATED ABOUT

410 TRAINING ORGANISATIONS

On the total of the accredited centres:

More of the 50% is accredited both for training and for guidance

activities

About the 40% is accredited only for training

About the 2% is accredited only for guidance


AIF (Italian Trainers Association) proposes to trainers a common model for the definition of the “professional quality in training according to the norm AIF”, described with reference to 4 principal profiles:

1. Training designer2. Project Manager3. Trainer / teacher4. Centre / Service Manager

Up to now AIF has 2.300 members in Italy and its pilot experience has brought to the certification of 105 professionals of training, of which the 80% is represented by trainers/teachers.

The pilot experience of AIF for the assessment of the professional quality in training


Evolutionary perspectives


First evolutionary line

Implementing new evaluation techniques and quality systems suitable to the evolution of indicators

From indicators of “teaching exposure”

To the indicators of “literacy”


Second evolutionary line

Set up of a certification schema for professional figures

From the Quality Management systems

To the competences recognition systems


Third evolutionary line

Adopting of sustainable paths of pedagogical quality of the training processes

From the Technical Quality

To the Pedagogical Quality


Sources

Sincert “Quality in education sector, conformity certification and accreditation – Lorenzo Tione, June, 24. 2006 - www.sincert.it

The school in figures and The University in figures – Ministry of Education 2006 - www.istruzione.it

Statistics for the vocational training 2004 – ISFOL www.isfol.it

Paolo Trivellato, How change the indicators for the scholastic policies, University of Milan, Bicocca, 2004

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Status Quo & Future of TQM in ETO in Italy

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