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Values and Self-evaluation of Schools in the Czech Republic Stanislav Michek [email protected] 15 th April 2010, Helsinki. Content of presentation. Context of Czech Republic WAY TO QUALITY - National project for school self-evaluation. Context - PowerPoint PPT Presentation
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Values and Self-evaluation of Schools
in the Czech Republic
Stanislav [email protected]
15th April 2010, Helsinki
Content of presentation
Context of Czech Republic
WAY TO QUALITY - National project for school self-evaluation
Context
information about Czech Republic educational system
History milestones
Until 1989 – very centralised system From 1989
Founding schools by private or religion founders Demographic changes - decreesing of number pupils in
education 2001 – White paper (National Programme for the
Development of Education) 2001- 2003 Decentralization and autonomy of schools 2004 – New Education Act and Educational Staff Act
Curricular reform: Framework Educational Programmes – School Educational Programmes
New role of Czech School Inspectorate Self evaluation of schools
Principles of Education
Education shall be based on the principles of equal access of all citizens considering the educational needs of an individual; mutual respect, deference, toleration of opinions, and dignity
of all parties in education; free basic and secondary education of citizens free dissemination of findings arising from the results of
current knowledge of the world and in compliance with general goals of education;
the opportunity given to everybody to learn for all their life whilst being aware of having co-responsibility for one’s education.
Goals of Education
General goals of education shall be, in particular, as follows: the personal development of a human being who shall possess
knowledge and social competencies, ethical and spiritual values for their personal and civil life, for the execution of a profession or working activities, and for acquiring information and learning in the course of life;
acquiring general education or general and vocational education; understanding of and application of principles of democracy and a
legal state, fundamental human rights and freedoms along with responsibility and a sense of social coherence;
understanding and application of the principle of equality of women and men in society;
the formation of national and state citizenship awareness and respect for the ethnic, national, cultural, language and religious identity of every person;
knowledge of global and European cultural values and traditions, understanding and acquiring principles and rules arising from European integration as a basis for coexistence at national and international levels;
acquisition and application of knowledge of the environment and its protection arising from the principles of sustainable growth and of safety and the protection of health.
Statistics
Schools Pupils Teachers
Nursery education 4 809 301 620 23 567
Basic education 4 133 816 015 59 492
Secondary education 111 1 795
46 734
secondary education with apprenticeship certificate
541 116 401
technical secondary education by a maturitní zkouška examination
911 283 594
general secondary education by a maturitní zkouška examination
373 117 477
Total 1 519 425 129 793
Founders of Schools
Ministry of Education
municipality regionprivate founder
religion founder
Nursery education 0% 96% 2% 2% 1%
Basic education 1% 89% 7% 2% 1%
Secondary education 18% 3% 65% 10% 5%
secondary education with apprenticeship certificate
5% 1% 78% 16% 1%
secondary education by a maturitní zkouška examination
0% 1% 72% 24% 2%
gymnázium 0% 0% 75% 25%
„Alternative Schools“
Nursery schools
Basic schools
Upper Secondary
schools
Special education
Associations
Montessori (AMS Schools) 47 16 1 3 16
Waldorf pedagogy 25 12 4 1 8
Dalton 7 22 3 - 2
Jena Plan (Petr Petersons school)
1 until 1999
1 until 1999 - - -
Didactics Programmes
Step by Step programme 35 18 - - 1
Health school – project support by WHO 15 36 - - 1
Reading, Writing, Critical Thinking - 56 2 - 1
Creative school (Tvořivá škola) 12 70 - - 1
Czech School Inspectorate
(1) The Czech School Inspectorate shall draw up strategic objectives for inspection activities and systems for evaluating the educational system.
(2) The Czech School Inspectorate at schools and school facilities registered in the Register of Educational Facilities and at workplaces where practicum or vocational training shall, within its inspections: acquire and analyze information on the education of children,
pupils and students, on the activities of schools and school facilities registered in the Register of Educational Facilities, and monitor and evaluate the effectiveness of the educational system;
determine and assess the conditions, course and results of education in accordance with relevant school educational programmes;
determine and assess to what extent the school educational programme is met and whether it is in compliance with legal regulations and the framework educational programme;
perform state checks to determine whether legal regulations relating to provision of education and school services are met; state checks shall be executed in accordance with a special legal regulation;
perform a public-legal audit focused on the use of funds allocated from the state budget.
Public inspectorate reports
WAY TO QUALITY
National project for school self-evaluation
LEGISLATION
Education Act 561/2004 and Decree 15/2005 (225/2009) Self-assessment is mandatory for schools – included since
1.1.2005 They have to evaluate their schools every three years. Internal evaluation of schools is always focused on:
the school's goals; analysis of the way in which the school fulfils its goals; areas in which school achieves good results, and areas in
which it is necessary to improve the quality of education, including proposals for appropriate measures to be taken;
efficiency of the chosen measures.
WHAT KIND OF SUPPORT SCHOOLS NEED?
consultancy support further training methodology support financial support methodology guidelines of self-evaluation self-evaluation tools websites with good practice examples information about foreign approaches of self-evaluation
PROJECT WAY TO QUALITY
Self-evaluation: setting up system and supporting school in self-evaluation – Way to Quality
Duration: May 2009 – April 2012 Budget: 77 million CZK (2 986 811 EUR) About 200 employees (different contracts)
Supported by European Social Fund (ESF) and state budget from Operational Programme Education for Competitiveness
Project of Ministry of Education, Youth and Sports Partners:
NUOV - National Institute of Technical and Vocational Education NIDV - National Institute for Further Education
Experts from: Faculties of education and educational institutes of Charles University
(Prague), Masaryk University (Brno), Palacky University (Olomouc), University of Ostrava, University of Pardubice
Founders and municipalities
WAY TO QUALITY
MAIN AIMS OF PROJECT
Methodical support in school self-evaluation as one of the steps in curricular reform
Supporting self-evaluation processes at schools as effective instrument of improvement in the quality of initial education
Link self-evaluation and external evaluation in discussion among schools, inspection and statutory authorities
Propose, verify and customize: Methods and procedures of self-evaluation Supporting systems for schools System of teachers and leaders continuous training
WAY TO QUALITY
PRIMARY TARGET GROUPS
Management staff and teachers of these schools:
Special nursery schools Primary schools Elementary schools of music and
arts Conservatoires Grammar schools Secondary vocational schools Secondary technical schools Language schools with state
language exam
507 schools expressed their interest in project activities
SECONDARY TARGETGROUPS
Pupils and students Experts in education Associations Organizations in education Decision makers Statutory authorities Inspectors Social partners (employers) Society (parents) Nongovernmental sector International partners
Key words as expression of the project value and principles
democratization of society, culture of trust and shared
responsibility, quality, effectiveness, accountability, sustainable development, decision-making based on
good-quality information, mental hygiene, patience
cultivation of the environment, sensitive pressure, partnership, respect and understanding, dialogue, consensus, reflection, professionalisation, reflection of foreign and domestic
experience,
WAY TO QUALITY
ADDED VALUE OF THE PROJECT
Before project: Self-evaluation is understood as
administrative and bureaucratic requirement from top.
Fragmented offer of the evaluation tools
Fragmented examples of good practice
Absence of consultation system supporting self-evaluation
Further training focus on management of schools
Sporadic exchange of experiences with self-evaluation
Absence of link between self-evaluation and external evaluation
After project: Self-evaluation is mostly
understood as fundamental activity of improving the quality of education and school.
Organized system of valid evaluation tools
Reviewed offers of examples of effective practice
Workable consultation system supporting self-evaluation
Complex offer of further training for stakeholders (leaders, coordinators, teachers, inspectors, statutory authorities)
Motivation for exchange of experiences with self-evaluation
Workable and consensus link between self-evaluation and external evaluation
WAY TO QUALITY
OUTCOMES OF THE PROJECT
A. Research and analyses Review of used methods, techniques, processes and
experiences of schools Review of stakeholders approaches to self-evaluation and
external evaluation Research of experience and attitude of target group,
questionnaires measuring added value of the project Analytical reports about self-evaluation in selected OECD and
EU countries
Attitudes to self-evaluation
N = 531 schools
Development of factors in depend of number of self-evaluation cycles
-0,80
-0,60
-0,40
-0,20
0,00
0,20
0,40
0,60
not once once twice tree times and more
number of self-evaluation cycles
valu
e of
fact
ors
uselessness
helplessness
perception of theapproach ofexternal bodiesof ČŠI and theschool authorityfear
meaningfulness
Outcomes of project
B. Development and validation Databases of 30 valid self-evaluation methods, tools, techniques, e.g.:
Self-evaluation framework Good school – the tool for work with priorities Questionnaire of pupils´ motivation for achievement Questionnaire of pupils´ attitude to school Questionnaire of interaction of teacher and pupils Questionnaire of teaching staff climate (based on the
Organizational Climate Description Questionnaire) Questionnaire of teaching strategy of foreign language 360° feedback for middle management at school Observation list for „teaching to develop learning competence“ Teacher, pupils and parents survey School Educational Programmes analyses Documents analyses Teacher evaluation based on Teacher standards
Self-evaluation framework
Condition for education
Content and process of education
Educational results of pupils
Support of pupils, cooperation with
stakeholders
Leadership and school management, the quality of human resources work
Self-evaluation framework I
1. conditions for educationa. Demographic conditionsb. Personal conditionsc. Safety and hygienic conditionsd. Economic conditionse. Material conditions
2. Content and process of educationa. School educational programmeb. Planning of teachingc. Support teaching materiald. Realization of teachinge. Taking into account individual needs of pupilsf. Assessment of teachingg. Outside classroom activities
3. school support of pupils, cooperation with parents, influence of mutual relationships among school, pupils, parents and other persons on educationa. Schools climateb. Support of pupils systemc. Cooperation with parentsd. Cooperation with other institution
Self-evaluation framework II
4. educational results of pupilsa. Key competenciesb. Knowledge and skillsc. Attitudesd. Motivation of pupilse. Successful of graduates
5. Leadership and school management, the quality of human resources work, the quality of in-service training of educational staffa. Strategy managementb. Organization management of schoolc. Pedagogy governing of schoold. Professionalism and human resources developmente. Partnerships of school and external relationships
6. results of school work, especially with respect to the conditions of education and economic resourcesa. Quantitative analysesb. Qualitative analyses
Outcomes of project
B. Development and validation Categorized electronic database of 30 practice examples of
school quality management through self-evaluation processes covered all regions and types of schools in Czech Republic
Set of recommendations for schools and other stakeholders, how effectively do self-evaluation Recommendation for meta-evaluation – assessment criteria
for plan, process and report of self - evaluation Recommendation for approach of founders to self-
evaluation Recommendation for approach of Czech School
Inspectorate to self-evaluation Monolingual dictionary of relevant terminology in the area of
self-evaluation and quality
WAY TO QUALITY
OUTCOMES OF THE PROJECT
C. Supporting systems for schools and stakeholders Effective networks of cooperating schools based on activities as
workshops, school visits between schools and peer review Supporting network of advisers Call centre & electronic consultancy Information technology system supporting self-evaluation Publications, bulletins supporting self-evaluation
D. Further training Educational programs (school management, self-evaluation of school,
reflective practician) for managers, self-evaluation coordinators, teachers Professional trainers and tutors for self-evaluation Conferences for managers, self-evaluation coordinators, teachers,
inspectors, founders, decision makers Supporting study texts
Self - evaluation of independent schools
Private schools used different certificates About 104 from 290 schools have the quality certificate of
Association of Private Schools of Bohemia, Moravia and Silesia (SSŠČMS)
About 30 schools obtained standards ISO 9001, ISO 9004 or ISO 14001
About 40 schools have IES Certificate (private company International Education Society)
Schools with same private founder benchmark themselves
Step by Step programme schools and Health school use self-evaluation and benchmarking
No different between public and independent schools in self- evaluation
THANK YOU
For more information
www.nuov.cz/ae