CENTRE FOR TOURISM TRAINING, Faculty of Geography

University Babeș-Bolyai

CLUJ-NAPOCA, ROMANIA

 REPORT ON NATIONAL TRAINING COURSE

 

 

CONTENT

1. CENTRE FOR TOURISM TRAINING, ROMANIA – NATIONAL TRAINING COURSE
2. The AQUA.TS TRAINING PROGRAMME

2.1. AIMS AND OBJECTIVES OF THE ACTIVITIES

2.1.1. Short description of the contents

2.1.2. Specification about addressed target groups / participants

2.1.3. Schedule and a time line of the activity

2.2. THE AQUA.TS TRAINING EDUCATIONAL SETTING

2.2.1. Expected result

2.2.2. Description of the used methodologies and/or approaches

2.2.3. Detailed activity schedule

2.2.4. Assessment of the activity

2.3. VALIDATION PROTOCOL

3. ANNEXES

Annex 1. REPORT ON THE EVALUATION ACTIVITY

Annex 2. THE FINAL EVALUATION TEST

Annex 3. REPORT ON SATISFACTION SURVEY RESULTS

Annex 4. QUESTIONNAIRE ON PARTICIPANTS’ SATISFACTION

 

• CENTRE FOR TOURISM TRAINING, ROMANIA – NATIONAL TRAINING COURSE

The Centre for Tourism Training (CTT) of the Faculty of Geography, University Babeș-Bolyai, Romania, is a VET centre which offers a range of training programmes for the tourism industry. All the training programmes are accredited by the National Agency for Qualifications in VET and it has acquired a national and international reputation. It has been involved in several European LLP projects which contributed to its alignment to the European education policy and its instruments.

The Centre has finished an LLP Leonardo da Vinci Partnership project whose aim was to establish a quality assurance strategy recognized by the project partner institutions. Its further endeavour is to foster its quality assurance policy by adopting the automatic quality control toolkit devised within the AQUA.TS project partnership. The Centre for Tourism Training (CTT) of the Faculty of Geography, University Babeș-Bolyai, Romania, delivered the pilot training courses on AQUAT.TS in line with the OPERTATIONAL PLAN submitted prior to its the implementation.  

2. The AQUA.TS TRAINING PROGRAMME

AQUAT.TS training modules aimed to train trainers and experts, (in particular the ones dealing with the tourism training and learning activities) about QA systems and EQAVET/EQARF recommendations and approaches, also through the use of the Assistance Toolkit Guidelines and software (WP6 – DEL 20)

The partnership developed the curricula,  a) co-designing the program and the educational framework b) delivering a pilot edition in each partner country, c) comparing results and validating a shared programme.

The training course was certified by CTT and is considered as a pilot module in order to be included in CTT’s training offer. The first steps of the process for accreditation by the National Authority for Qualifications (ANC) were launched.

 

• AIMS AND OBJECTIVES OF THE ACTIVITIES

The operational or practical objective of the course delivered by the CTT was to equip trainers and experts in quality assurance in VET, especially in tourism, with the competences, knowledge and skills which will help them:

1. To design the strategic and operational quality plan of their VET organizations
2. To use and implement the EU EQAVET/EQARF recommendations
3. To use of the AQUAT.TS Toolkit for the evaluation of their own quality assurance system.

 

2.1.1. Short description of the contents

As compared to the project operational plan, the curriculum of the courses was not changed. It was expanded to include more theoretical issues related to quality assurance, in general, and quality assurance at EU level, and, finally, the implementation of the quality assurance policies and strategies in Romania. The trainers insisted on these issues as they considered them necessary for a comprehensive understanding of the issues.

The duration was 80 hours (40 hours theoretical part and 40 practical activities).

The courses included the following content areas:

MODULE I: Introduction in management

1. A brief introduction to management

1. Definitions and approaches to management
2.  Functions of management
3.  Strategic management and operational management
4.  Methods, techniques and instruments used in management
5.  Vision, mission, scope, objectives
6.  Criteria, standards and indicators

MODULE II: Quality Management

1.  Brief historical overview, approaches and definitions

2. Quality assurance
3. Strategic and operational quality management
4. Organizational culture
5. Product and services quality
6. Internal audit and performance indicators

1. Quality assurance in education

MODULE III: Quality Assurance in VET

1. EQAVET
2. NQF
3. Recommendation of the European Parliament and Council of 18 June 2009 regarding the establishment of a Common European Reference Framework for Quality Assurance in VET
4. Implementation of the Recommendation of the European Parliament and Council of 18 June 2009 regarding the establishment of a Common European Reference Framework for Quality Assurance in VET
5. The Romanian National Quality Assurance System for VET in tourism.

MODULE IV: Automatic quality control toolkit for the evaluation of quality assurance performance

1. Presentation of the toolkit and its usefulness

2. How it is used and how it functions – AQUA.TS TOOLKIT testing

 

2.1.2. Specification about addressed target groups / participants

For the course 21 persons registered  (11 women and 9  men). The courses were attended, on the average, by 20 persons, representing the following target groups:

• VET providing organisations’ managers and staff
• Trainers and teachers in VET, especially in the tourism sector
• Representatives of the national authority (The National Authority for Qualifications – ANC)
• Managers of tourism enterprises
• Academic staff who deliver tourism courses
• Staff members.

 

2.1.3. Schedule and a time line of the activity

The courses were delivered during 16 March and 10 April with a theoretical knowledge-building module (16.03 – 27.03) and a practical module (30.03 -10.04), the latter focused on the use of the AQUA.TS TOOLKIT. The courses were taught according to a timetable which included four hours per day, i.e. Monday to Friday, 4 pm – 8 pm

 

WEEKLY SCHEDULE AND TIME LINE OF THE ACTIVITIES

 

Activities

Jan. 2015 (weeks)

Feb. 2015 (weeks)

March 2015 (weeks)

April 2105 (weeks)

May 2015 (weeks)

Gathering data and information on the European and national provision concerning the legal and methodological requirements regarding the certification / accreditation of the course, the needed competences and the professional standards.

Establishing the content of the courses

Identifying and contacting the trainers

Preparing the support materials and supplies for the teaching-learning process

Planning the promotion activities

Developing the promotion activities

Developing the training module – theoretical content

Developing the training module – practical activities

Easter holiday

The final evaluation

Elaborating the questionnaire for the satisfaction survey

Developing the satisfaction survey

Report on the training module development and achievements

 

 

 

 

• THE AQUA.TS TRAINING EDUCATIONAL SETTINGS

The training course was delivered on the premises of the Centre for Tourism Training.

 

• Expected results

 

Module	Content	Expected results
		Knowledge	Skills	Attitude
EQARF for VET	Basics of the quality management Quality assurance models and standards The quality of product and the quality of services Quality assurance in education THE EUROPEAN QUALITY ASSURANCE REFERENCE FRAMEWORK: QUALITY CRITERIA AND INDICATIVE DESCRIPTORS THE REFERENCE SET OF SELECTED QUALITY INDICATORS FOR ASSESSING QUALITY IN VET	– the content of concepts, their functions, utility, and characteristics – the characteristic and the delineation of the quality assurance regarding the product and the services – the content of the European provision regarding the quality assurance in VET	– quality planning – elaborating quality assurance and evaluation instruments – analysing and evaluating the level of implementation of the EQUARF in VET	–   responsible attitude regarding the quality planning and evaluation – responsible and proactive attitude towards the implementation of the European provision regarding the quality assurance in VET
The implementation of  the EQARF for VET	Specific aspects of the quality assurance process in VET for tourism Specific issues for implementing EQARF in VET for Tourism	– the characteristic of the quality assurance in VET for tourism	– elaborating specific quality assurance and evaluation instruments for VET in tourism	– responsible and proactive attitude towards the implementation of the European provision regarding the quality assurance in VET for tourism
The Assistance Toolkit	The utility of the Assistance Toolkit The structure and the functionality of the AQUAT.TS Assistance Toolkit	– the structure of the toolkit	–     providing the appropriate information regarding the implementation of the EQARF in VET organizations	– critical and comprehensive attitude towards the structure and the functionality of the assistance toolkit
Specific national issues	The implementation of the EQARF in VET in Romania The quality assurance system in VET in Romania Specific aspects of the quality assurance system in VET for tourism in Romania	– the content of the Romanian provision regarding the quality assurance in VET, especially in tourism	– analysing and evaluating the level of implementation of the EQUARF in Romanian VET, especially in tourism	– responsible and proactive attitude towards the implementation of the EQUARF in Romanian VET, especially in tourism
Testing the Assistance Toolkit	Practical activities of testing the AQUT.TS Assistance Toolkit	– the toolkit structure and requirements	–     using the toolkit in order to evaluate its functionality –     using the toolkit in order to evaluate the level of implementation of the European provision regarding the quality assurance in a VET organization	– critical and comprehensive attitude towards the structure and the functionality of the assistance toolkit

 

 

2.2.2. Description of the used methodologies and/or approaches

 

The courses took place at the Centre for Training in Tourism (CTT), Faculty of Geography, Babeş – Bolyai University between 16 March and 10 April 2015, four hours/day.

The trainers were either quality assurance experts (Ms Alexandrina TEODORESCU – superior Councillor, National Authority for Qualification, Ms Adriana ȘERBAN – senior sociologist, Centre for University Development and Quality Management, BBU, and Ms Roxana NICIULAE, a trainer qualified in QA) and Ms Silvia IRIMIEA, a trainer and the project coordinator, editor of two books on VET and QA in Europe.

The teaching methods used by the trainers throughout the face-to-face classes were: power point presentations and interactive methods, including case studies, job shadowing, debates, simulation and problem solving. The participants took part in the discussions and activities actively. The discussed issues turned into springboards for further discussions regarding situations which arose in the participant’s organization. The teaching methods used created a friendly and inspiring atmosphere for the participants, who enjoyed the presentations and the discussions.

The participants received the course support materials for each theoretical activity, including the AQUA.TS Guidelines and Toolkit in both Romanian and English, an updated reference and a bibliography list. The trainers made themselves available for further discussions and clarifications both during the class time and outside the classes.

The practical component (lasting for 40 hrs – Module IV, between 30 March and 10 April) was approached in a more flexible way, allowing the participants to carry out individual activities. The purpose was to enable them to become acquainted with the toolkit through individual study and practice. The practical activity followed the trainer’s presentations and explanations.

During the theoretical module, the trainers elaborated and applied monitoring tests. At the end of the theoretical module (16.03 – 27.03), at the participant’s request, a recap has been conducted and the trainers have applied summary evaluation tests. The final evaluation was intended to be held between 20 – 24 April (after the Easter holiday) but, at the participant’s request, it was extended until 5 May.

The evaluation methods consisted in a group or individual project (at the participant’s choice), which was aimed to evaluate the attendees’ competences on elaborating quality assurance planning and assessment instruments (ANNEX 2). It consisted in:

• a SWOT analysis mainly regarding the quality assurance activity in the participant’s organization
• a strategic plan for the implementation of one of the ten EQAF indicators (at their own choice) in the participant’s organization
• filling in the toolkit and providing comments on the toolkit, mentioning 3 strengths and 3 weakness thereof.

The tasks were duly fulfilled by most trainees who provided evidence for their understanding of the quality assurance principles and ability of designing a quality assurance strategy for their organization (ANNEX 2).

 

2.2.3 .Detailed activity schedule

 

Meeting		Module	Duration (h)	Planned teaching- learning methods	Educational materials and supplies	Trainers
1	A brief introduction to management Definitions and approaches to management Functions of management Strategic management and operational management	I. Introduction in management	4	Lectures, exemplifications, job shadowing, interactive communication, learning by doing	PPT presentation, examples of institutional policies, strategies, strategic and operational plans projector, computer	Adriana ȘERBAN
2	Methods, techniques and instruments used in management Vision, mission, scope, objectives Criteria, standards and indicators	I. Introduction in management	4	Lectures, exemplifications, job shadowing, interactive communication, learning by doing, simulation	PPT presentation, examples of institutional policies, strategies, strategic and operational plans projector, computer	Adriana ȘERBAN
3	Brief historical overview, approaches and definitions of Quality assurance Strategic and operational quality management	II. Quality management	4	Lectures, exemplifications, job shadowing, interactive communication, learning by doing	PPT presentation, examples of  best practices projector, computer	Roxana NICULAE
4	Organizational culture Product and services quality Internal audit and performance indicators	II. Quality management	4	Lectures, exemplifications, job shadowing, interactive communication, learning by doing	PPT presentation, examples of best practices projector, computer	Roxana NICULAE
5	Quality assurance in education	II. Quality management	4	Lectures, exemplifications, job shadowing, interactive communication, learning by doing, simulation, debates	PPT presentation, examples of institutional policies, strategies, strategic and operational plans projector, computer	Adriana ȘERBAN
6	The European Qualification Framework EQARF guidelines, criteria and indicators – an overview	III. Quality Assurance in VET	4	Lectures, analysis, comparative analysis, exemplifications, discussions,  group work.	EQARF PPT presentation, projector, computer	Silvia IRIMIEA
7	Specific aspects of the quality assurance process in VET for tourism Specific issues for implementing EQARF in VET for tourism.	III. Quality Assurance in VET	4	Lectures, analysis, exemplifications, discussions,  problem solving.	EQARF bibliography presentations projector, computer	Silvia IRIMIEA
8	The Romanian Qualification Framework Specific issues for implementing EQARF in VET in Romania The Romanian National Quality Assurance System for VET and objectives for 2020.	III. Quality Assurance in VET	4	Lectures, exemplifications, debates, interactive communication	PPT presentation, “The 2014 – 2020 Romanian VET strategy” projector, computer	Alexandrina TEODORESCU
9	The utility of an automatic quality control toolkit for the VET activity The structure and the functionality of the AQUAT.TS Assistance Toolkit – theoretical aspects	III. Quality Assurance in VET	4	Lectures, exemplifications,  interactive communication, debates	The AQUAT.TS Assistance Toolkit, projector, computer	Adriana ȘERBAN
10	Recap Evaluation tests	I, II, III	4	Lectures, exemplifications,  interactive communication,	PPT. presentation, evaluation tests	Adriana ȘERBAN Silvia IRIMIEA Roxana NICULAE
11 – 20	Testing the AQUAT.TS Assistance Toolkit (practical activities)	IV. AQUA.TS TOOLKIT	40	Exemplifications, job shadowing, simulation, interactive communication, learning by doing	The AQUAT.TS Assistance Toolkit, projector, computer	Adriana ȘERBAN Silvia IRIMIEA

 

2.2.4. Assessment of the activity

 

The assessment of the activity was based on a satisfaction questionnaire (ANNEX 4), which was elaborated by a quality assurance expert in education (Ms. Adriana ȘERBAN) and was applied to the participants after the final evaluation.

Also, during the training module, free discussions and interviews with the participants were initiated by Ms. Silvia Irimiea and Ms. Adriana Șerban.

The course attendees received attendance certificates, whose template was designed by the project lead organization, Superficie 8 SRL. For the attended courses organized by the Centre for Tourism Training 18 participants – 10 women and 8 men – have received certificates. We should note that in spite of the initial number of participants, only those who have carried out the practical training have been awarded certificates.

After the completion of the pilot course, the examination and interpretation of the results, and as a result of the acquired training experience in the field of quality assurance, the Centre for Tourism Training started the needed actions in order to submit the curriculum along with all due documents to the National Authority for Qualifications (ANC) for the accreditation of the course, which will thus be included in CTT’s training offer.

 

• VALIDATION PROTOCOL

 

 

Module	Teaching contents	(please evaluate them in comparison with expected results) achieved results in terms of			Used evaluation methods
		Knowledge (to know)	Skills (to do)	Attitude (behaviours)
I. Introduction in management	A brief introduction to management Definitions and approaches to management Functions of management Strategic management and operational management	The content of concepts, their functions, utility, and characteristics	To identify the functions, and the utility of strategic planning and of operational planning and the relationship between this two forms of planning.	Responsible and proactive attitude towards the strategic and operational planning of the activity.	Test – exercises on the examples delivered by the trainer.
	Methods, techniques and instruments used in management Vision, mission, scope, objectives Criteria, standards and indicators	The content of concepts, their functions, utility, and characteristics	To identify and to use different methods and techniques of management. To use, to elaborate and to evaluate management instruments.	Critical and comprehensive attitude towards the structure and the functionality of different management methods, techniques and instruments.	Test – exercises on the examples delivered by the trainer. Group or individual project: elaborating a SWOT analysis and a strategic plan.
II. Quality management	Brief historical overview, approaches and definitions of Quality assurance Strategic and operational quality management	The main theories and their role in the QA history	To use planning, implementation and control techniques	Responsible and proactive attitude towards the strategic and operational QM.	Debate, group and individual exercises
	Organizational culture Product and services quality Internal audit and performance indicators	The content of concepts, their functions, utility, and characteristics	To develop audit techniques, according to their specific organizational needs	Comprehensive attitude towards employee engagement in quality goals	Debate, group and individual exercises
	Quality assurance in education	The specific content of concepts regarding the quality assurance in education (especially in VET), their functions, utility, and characteristics	Quality planning and evaluation in education, especially in VET. Elaborating quality assurance and evaluation instruments for education area, specially for VET.	Responsible, critical, comprehensive and proactive attitude regarding quality planning and evaluation in education.	Test – exercises on the examples delivered by the trainer. Group or individual project: elaborating a SWOT analysis and a strategic plan.
III. Quality Assurance in VET	The European Qualification Framework EQARF guidelines, criteria and indicators – an overview	The content of the European provisions regarding quality assurance in VET	To understand, analyse, interpret the provisions of EQARF, their importance, for training providers, trainers, stakeholders, etc	Pro-active attitude regarding awareness about the European recommendations (EQAVET) and their relevance for organisational activities	question-answer, debate
	Specific aspects of the quality assurance process in VET for tourism Specific issues for implementing EQARF in VET for tourism	Specific issues that characterise VET in tourism and which contribute to the elaboration of QA strategies The adaptation of QA strategies to particular contexts of use	To understand, analyse contexts of use and adapt the QA framework indicators to the peculiarities of the context, specific needs etc	Responsible, substantial involvement in the design, implementation and evaluation of QA strategies	Summary of the discussions Drawing up a flow chart for the specific activities
	The Romanian Qualification Framework Specific issues for implementing EQARF in VET in Romania The Romanian National Quality Assurance System for VET and 2020 objectives.	The content of the Romanian provision regarding the quality assurance in VET	Analysing and evaluating the level of implementation of the EQUARF in Romanian VET and the 2020 objectives	Responsible, critical and proactive attitude towards the implementation of the EQUARF in Romanian VET	Test-exercises (trainer asked examples from the participants’ organisations)
	The utility of an automatic quality control toolkit for the VET activity The structure and the functionality of the AQUAT.TS Assistance Toolkit – theoretical aspects	The structure of the toolkit	Providing the appropriate information regarding the implementation of the EQARF in VET organizations.	Critical and comprehensive attitude towards the structure and the functionality of the assistance toolkit	Simulation-debate regarding the implementation of the EQAVET indicators 1 and 2.
IV.AQUA.TS TOOLKIT	Testing the AQUAT.TS Assistance Toolkit (practical activities)	The toolkit structure and requirements	Evaluating the functionality of the toolkit. Using the toolkit in order to evaluate the level of implementation of the European provision regarding the quality assurance in a VET organization.	Responsible attitude towards the data required for the completion of the assistance toolkit.	Filling in the toolkit EXCEL model.

 

 

 

ANNEX 1.

REPORT ON THE EVALUATION ACTIVITY

The assessment of the pilot training course on Quality Assurance, AQUA.TS  included the following tasks.

Task 1

Elaborate a SWOT analysis, mainly regarding the quality assurance activity in your organisation

Goal: to evaluate the following participants’ knowledge and competences

• elaboration and use of SWOT analysis, as an evaluation/self-evaluation instrument of quality management
• the content and the meaning of the four elements of the SWOT analysis (Strong points, Weak points, Opportunities, Threats).

Task 2

Elaborate a strategic plan for the implementation of one of the ten EQAF indicators (at your own choice) in your work institution/organisation

Goal: to evaluate the following participants’ knowledge and competences

• the needed steps for implementing an EQAF indicator
• the elaboration and use of a strategic plan, as an evaluation/self-evaluation instrument of quality strategy
• the elaboration of SMART objectives
• correct objectives’ quantification and its importance for the evaluation/self-evaluation process.

Task 3

Fill in the EXCEL model of AQUATS TOOLKIT for your work institution/organization. Please indicate your comments and/or concerns in the end of row cells.

Goal: to evaluate the following participants’ knowledge, competences and attitudes

• the critical and comprehensive thinking regarding the content and the requirements of the toolkit, as an evaluation/self-evaluation instrument of the quality assurance system
• the responsible and proactive attitude regarding the implementation of the EQAF indicators in the participants’ institutions/organisations.

Task 4

Please indicate 3 – 5 strong points and 3 – 5 weak points of the AQUATS TOOLKIT, in order to use it for evaluation and/or self-assessment of the quality assurance system in your work organisation

Goal: to evaluate the following participants’ knowledge, competences and attitudes

• the critical and comprehensive thinking regarding the content and the requirements of the toolkit, as an evaluation/self-evaluation instrument of the quality assurance system
• the responsible and proactive attitude regarding the implementation of the EQAF indicators in the participants’ institutions/organisations.

 

TOOLKIT. The most frequent strong points and weak points that the training participants have mentioned.

 

Strong points

Weak points

-Enables the European principles integration and recommendations, and it is appropriate to the European and national objectives. -Creates a structured framework for quality assurance in the VET. -Encourages the development of a result-based research and analysis at the system level. -Enables an in-depth monitoring and analysis of the process of quality assurance in VET organizations. -Tackles, in a detailed manner, multiple issues and situations of the quality assurance process. -Enhances a clear and specific definition of the concepts and categories of quality assurance in VET. -Highlights the obligations of every VET-involved person, especially the socio-economic responsibilities of the management and authority staff. -Provides support for the identification and analysis of the trainers’/ students’/employers’ expectations. -Contributes to the identification of ​​possible partnerships in VET. -Provides support and information for further development of training programs.

-Some items are not applicable to any type of VET organization; especially for smaller VET organisations, newly established ones or newly initiated/accredited programs this approach is not totally appropriate. -The learners’ employability indicator is a little too high at the moment because this is a delicate situation on the present unstable labour market. Therefore, at this time, more emphasis should be put on the quality of teaching and on evaluating indicators. -Some items are difficult to be implemented in some countries because of the gaps inherent in the systems, and not due to the organizations’ shortcomings. -Some questions are unclear, confusing, or do not specify the requirements. -Some items have not enough answering options to cover all possibilities. -Some answering options are unclear or do not specify the option. -The answering options are irrelevant for some items. -It is a thick, branching out and difficult to use assessment tool.

 

 

 

 

 

Examples (no. of indicator – no. of the row in the EXCEL file)

 

1.	Some items are difficult to be implemented in some countries because of the gaps of the system and not due to the organizational shortcomings.
5 – 19	If you use tools to check the causes for which your learners do not complete the VET courses, do you take corrective actions to reduce the dropout rate?
5 – 24	If you assess the competences needs of the labour market in the design of VET programs, do you make such an assessment in a systematic way?
2.	Some questions are unclear, confusing or not specific enough.
4 – 17	Do you use a tool to assess training needs in the labour market that is been used /evaluated at least twice a year?	Unclear.
8 – 11	Have all the measures been taken in your organisation to overcome the barriers?	All measures? What barriers?
3.	Some items have not enough answering options to cover all possibilities.
8 – 17	Which is the completion rate of training programs realized by disadvantaged groups (vis-à-vis the total number of disadvantaged people in training)?	The reasonable rate is about 50% in many countries.
2 – 18	Do you plan your training courses on an annual basis to: 1 – Improve key competencies of trainers/teachers 2 – Equip teachers with new skills in line with the competencies relevant for the labour and VET market 3 – Equip teachers with cross competencies  useful to the development of effective teaching  methods	There are situations when planning is done every 2 years or randomly, when needed, for example (and not annually) – for which there are no answering options.
3 – 10	How often do you align the planning of your programmes with national, local and/or European VET policy?	Annual adjustments can be done to local and national policy and every two years, for example, to the European policy – there are no answering options for this situations (it is recommended that formulations containing “AND” to be avoided  because of  possible difficulties in answering).
3 – 11	How many ways your organisation has organised to respond to the need for adapted training provision? 1 – 1 tool/procedure 2 – No tools	The question is not clear enough and there is no answering option for more than one method/procedure.
5 – 24	If you assess the competences needs of the labour market in the preparation of VET programs, do you make such an assessment in a systematic way? Yes, No, No, I don’t make this action/measures	There is no answering option if this action is taken randomly or when needed.

 

 

4.	Some answering options are unclear or not specific.
2 – 14	If a trainer updating training and specialisation plan exists, what percentage of the total number of the trainers/teachers participates yearly in training activities? 1 – Less than  70% 2 –  70% or more the software will consider good: answer n. 3	There is no option for 3.
2 – 18	Every year, do you plan your training courses in order to: 1 – Improve key competencies of trainers/teachers 2 – Equip teachers with new skills in line with the competencies relevant for labour and VET market 3 – Equip teachers with cross-competencies  useful to the development of effective teaching  methods	To this sort of questions, ticking YES or NO is needed or the answering options only? If a course is organised every two year or when needed (is requested from people, for example), there is no answer option for this situation.
5.	The answering options are irrelevant for some items.
7 – 14	Have the target groups found a coherent job with the carried out path, where they can put into practice the skills acquired in training? YES / NO	This question with the YES/NO answering options is irrelevant (if just 1% succeeded for example, will it be considered YES?). A percentage answering scale with five steps – including 0% maybe – should be more appropriate.
8 –  19	If yes, have they found a consistent job with the skills acquired during the training? YES / NO	This question with the YES/NO answering options is irrelevant (if just 1% succeeded for example, it will be considered YES?). A percentage answering scale with five steps – including 0% maybe – should be more appropriate.

 

ANNEX 2. THE FINAL EVALUATION TEST

 

QUALITY ASSUTRANCE IN VOCATIONAL EDUCATION AND TRAINING (IN TOURISM)

EVALUATION TEST

 

Name:

Email:

Phone:

Your work institution/organisation:

Field of activity:

Your position within the institution/organisation:

1. Elaborate a SWOT analysis, mainly regarding the quality assurance activity in your organisation

 

Strong points	Weak points
1. 2. 3. …	1. 2. 3. …
Opportunities	Threats
1. 2. 3. …	1. 2. 3. …

 

 

 

2. Elaborate a strategic plan for the implementation of one of the ten EQAF indicators (at your own choice)  in your work institution/organisation

 

Example:

Goal: Implementation of no.1. EQAF indicator ”Relevance of quality assurance systems for VET providers”

OBJECTIVES	ACTIVITIES	INDICATORS/ OBJECTIVES CUATIFICATION	DEADLINE
1.       …	1. 2. 3. …
2.       …	1. 2. 3. …
…

 

3. Fill in the EXCEL model of AQUATS TOOLKIT for your work institution/organization.

Please indicate your comments and/or concerns in the end of row cells.

 

4. Please indicate 3 – 5 strong points and 3 – 5 weak points of the AQUATS TOOLKIT, in order to use it for evaluation and/or self-assessment of the quality assurance system in your work organisation

 

 

 

 

 

 

 

 

ANNEX 3. REPORT ON SATISFACTION SURVEY RESULTS

 

 

Report on satisfaction survey results

 

          The participants’ level of satisfaction with the training courses was assessed through a questionnaire-based survey. They were asked to evaluate, on a five steps scale (from 1 – Very displeased to 5 – Very pleased), their level of satisfaction with 21 issues regarding the structure and the content of the courses, the teaching and the evaluation methods used by the trainers, the learning resources, the working atmosphere and the learning experience as a whole. They were also asked to mention three aspects that pleased them the most end three aspects which unpleased them. At the end of the questionnaire, they had the opportunity to express other opinions.

All the attendees who completed the questionnaire – the 18 persons that received the attendance certificates, (ten female and eight mail persons) – were pleased or very pleased with all the 21 presented issues (Chart 1). The most well appreciated aspects of the courses were The general work atmosphere and The usefulness of the examples presented in the theoretical presentations (average 4.83). They were also very pleased especially with The actuality of the presented information and with The acquired theoretical knowledge (average 4.78).

At the other end of the scale The usefulness of individual work tasks, The specificity of the acquired information regarding QA in VET for tourism, and The assessment methods were situated (average 4.39, meaning that the participants were pleased but not very pleased with).

The satisfaction regarding the participation in the course, in general was very high scored by the participants (4.72). All the participants except one brought up the aspects that they found especially positive. The most frequent mentioned issues were the professionalism of the trainers and the general work atmosphere.  Half of the learners (9) notified also some aspects of the training that, in their opinion, could have been better, in particular the advertising and the low number of participants.

 

 

Chart 1. The results of the satisfaction survey

 

          The final text box was used by six persons. They expressed their appreciation for the initiative of organising the QA in VET courses and of presenting the EQARF criteria and indicators. Some of them underlined their wish for the future to attend other training courses organised by CTT.

 

 

ANNEX 4. QUESTIONNAIRE ON PARTICIPANTS’ SATISFACTION

QUESTIONNAIRE

Regarding the course on QUALITY ASSURANCE IN VOCATIONAL EDUCATION AND TRAINING (IN TOURISM)

held between  March 16^th 2015 – April 10^th 2015

This questionnaires investigate your experience regarding your participation in the course on ,, QUALITY ASSURANCE IN VOCATIONAL EDUCATION AND TRAINING (IN TOURISM)” organized by The Training Center for Tourism, Babeş-Bolyai University, Cluj-Napoca, as part of the 540500 LLP-1-2013-IT-LEONARDO-LMP  ”AUTOMATIC QUALITY CONTROL TOOL SYSTEM” (AQUAT.TS)  project and follows the analysis of your satisfaction regarding this experience.

Your answers will be used in order to work out some statistic analyses, without being processed, presented or associated with your name or with any other personal or organizational data.

1. Please express your opinion regarding the aspects of the course presented in the table using the following options:

1 – Very displeased

2 – Displeased

3 – Neither displeased nor pleased

4 – Pleased

5 – Very pleased

		SATIFACTION LEVEL
		Very displeased			Very pleased
		1	2	3	4	5
1	Clear presentation of the course objectives	1	2	3	4	5
2	The  degree of coherence that helped the trainers achieve the objectives of the course	1	2	3	4	5
3	Acquired theoretical knowledge	1	2	3	4	5
4	Acquired practical skills	1	2	3	4	5
5	The degree of coherence of the theoretical content of the course	1	2	3	4	5
6	The coherence between the  theoretical and practical aspects of the course	1	2	3	4	5
7	The usefulness of the acquired knowledge and abilities for  your professional development	1	2	3	4	5
8	Clear presentation of the information	1	2	3	4	5
9	The usefulness of the examples presented in the theoretical presentations	1	2	3	4	5
10	Available learning resources (printed materials, materials in electronic format)	1	2	3	4	5
11	The efficiency  of group work tasks	1	2	3	4	5
12	The usefulness of individual work tasks	1	2	3	4	5
13	The updatedness of the presented information	1	2	3	4	5
14	The novelty of acquired information (for you)	1	2	3	4	5
15	The interactive methods used by the trainers for the transmission of information	1	2	3	4	5
16	The specificity of the acquired information regarding Quality Assurance in Vocational Education and Training (VET)	1	2	3	4	5
17	The specificity of the acquired information regarding Quality Assurance in Vocational Education and Training in Tourism (VET)	1	2	3	4	5
18	The infomation provided regarding the criteria and the indicators included in the Recommendation of the European Parliament and of the Council of June 18th 2009 establishing a European Reference Framework for Quality Assurance in Vocational Education and Training	1	2	3	4	5
19	The assessment methods	1	2	3	4	5
20	The general work atmosphere	1	2	3	4	5
21	The satisfaction regarding the participation in the course, in general	1	2	3	4	5

 

2. Please mention three aspects of the course which you are most pleased with.

 

1. ___________________________________________________________________________

_____________________________________________________________________________

2. ___________________________________________________________________________

_____________________________________________________________________________

3. ___________________________________________________________________________

_____________________________________________________________________________

 

 

3. Please mention three aspects of the course for which you are least pleased with.
4. ___________________________________________________________________________

_____________________________________________________________________________

2. ___________________________________________________________________________

_____________________________________________________________________________

3. ___________________________________________________________________________

_____________________________________________________________________________

 

If you want to add any comments, we would be happy to read them.

 

 

 

 

 

 

Your field and work profile:  ______________________________________

 

The position you hold in the organization in which you are working : _________________________

 

 

 

THANK YOU.