Apprenticeship Quality Toolkit

The Apprenticeship Quality Toolkit is a flexible management tool, to be used in a variety of different situations with different purposes: • A guideline for Professional Higher Education Institutions (PHEIs) and Small and Medium Enterprises (SMEs) to set up the basis for a future apprenticeship management system; • A self-assessment checklist for PHEIs and SMEs to diagnose their spontaneous preparedness to manage apprenticeships in a systematic way; • A self-assessment checklist for PHEIs and SMEs to identify areas of improvement in their apprenticeship-related processes; • A checklist to support Peer-Review initiatives; • A checklist to support external second party audits (PHEIs to SMEs); • A checklist to support external third party audits (by a certification body

Policy Challenges for Professional Higher Education in Central and South Eastern Europe

<div>PROCSEE is a policy-oriented project, aimed at strengthening the provision of professional higher education, by strengthening the policy-work conducted by umbrella organizations representing professional higher education institutions in Central and South-Eastern in Europe. </div><div><br></div><div>Working together over three years, the project intends to: <br> - identify the main challenges facing PHE in the region  propose policy solutions to address those challenges in the short-to-mid term, through a mixture of good-practice identification and stakeholder consultation</div><div>- bring together the main actors in PHE in each participating country, so as to build implementation roadmaps for the identified policy solutions <br></div><div><br></div><div>The result of the first year of activities of the project, this document outlines the main challenges facing professional higher education in the CSEE region, with the aim of highlighting potential areas for reform in the next project phases. </div

Quality apprenticeships: a manual for educational organisations

The project “Mainstreaming Procedures for Quality Apprenticeships in Educational Organisations and Enterprises” (ApprenticeshipQ) will support educational institutions and placement providers to offer high-quality education to their apprentices. We consider educational institutions here as Higher Vocational Education and Training Institutions, and Professional Higher Education Institutions as Universities of Applied Sciences and Colleges, as well as Academic/ Research-oriented Universities). The project’s proposed assessment of quality will make these processes more manageable and will benefit all stakeholders. These benefits include lifelong learning for teachers, professors and tutors, enhancements for placement providers, improvement of apprentice’s skills development and overall higher quality of the learning experience. The activities of ApprenticeshipQ will strengthen the cooperation and networking between educational institutions and their training partners’ site (placement providers), by providing them with innovative practices to enhance or establish quality management documented information that was developed and tested during the project. The aim is to develop management tools that support educational institutions and placement providers to offer and direct high-quality apprenticeships. These management tools shall be recognised as a model to improve the quality of the apprenticeships and will serve as a basis for the development of formal international standards and guidelines. This guide is structured as follows: The guide starts by giving an introduction to the ApprenticeshipQ project, containing definitions of the research, which led to this guide. Guidance on how to use this guide follows. This section provides a more detailed description of the present document and its objectives. The quality criteria developed in the project are listed with the corresponding measurement indicators in chapter 5. Each criterion is supplemented by a short description and an example. The examples are taken from their project qualitative interview survey with numerous placement providers. Also, a link to documented information is provided for each quality criteria. How these criteria can be implemented is explained in Chapter 6 using a PDCA (PlanDo-Check-Act-Cycle) model

Quality apprenticeships: a manual for placement providers

The project “Mainstreaming Procedures for Quality Apprenticeships in Educational Organisations and Enterprises” (ApprenticeshipQ) will support educational institutions and placement providers to offer high-quality education to their apprentices. We consider educational institutions here as Higher Vocational Education and Training Institutions, and Professional Higher Education Institutions as Universities of Applied Sciences and Colleges, as well as Academic/ Research-oriented Universities). The project’s proposed assessment of quality will make these processes more manageable and will benefit all stakeholders. These benefits include lifelong learning for teachers, professors and tutors, enhancements for placement providers, improvement of apprentice’s skills development and overall higher quality of the learning experience. The activities of ApprenticeshipQ will strengthen the cooperation and networking between educational institutions and their training partners’ site (placement providers), by providing them with innovative practices to enhance or establish quality management documented information that was developed and tested during the project. The aim is to develop management tools that support educational institutions and placement providers to offer and direct high-quality apprenticeships. These management tools shall be recognised as a model to improve the quality of the apprenticeships and will serve as a basis for the development of formal international standards and guidelines. This guide is structured as follows: The guide starts by giving an introduction to the ApprenticeshipQ project, containing definitions of the research, which led to this guide. Guidance on how to use this guide follows. This section provides a more detailed description of the present document and its objectives. The quality criteria developed in the project are listed with the corresponding measurement indicators in chapter 5. Each criterion is supplemented by a short description and an example. The examples are taken from their own project qualitative interview survey with numerous placement providers. Also, a link to documented information is provided for each quality criteria. How these criteria can be implemented is explained in Chapter 6 using a PDCA (PlanDo-Check-Act-Cycle) model