Involvement of Stakeholders

(…)

Criteria

1.3. Ongoing consultation with social partners and all other relevant stakeholders takes place to identify specific local/ individual needs
1.7. The relevant stakeholders participate in the process of analysing local needs
3.3. Evaluation and review includes the collection and use of data, and adequate and effective mechanisms to involve internal and external stakeholders
4.2 Understanding the needs and expectations of interested parties
5.1.1 m) ensuring that learners’ educational requirements, including special needs, are identified and addressed
7.4.2 Communication purposes
8.2.1 Determining the requirements for the educational products and services……. b) those resulting from needs analysis that is performed to determine requirements of (current and potential future) learners and other beneficiaries, in particular those with special needs
8.3.2 Design and Development planning… m) the extent to which learners require individualized learning pathways, based on their skills, interests and aptitudes;
9.1.2 Satisfaction of learners, other beneficiaries and staff
9.1.3 Other monitoring and measuring needs

VET21001 Tools

The template for interested parties is based on the definition of interested party/stakeholder given by ISO 21001 and therefore has columns to categorize each interested party identified as:

  1. being internal or external to the educational organization; and
  2. affecting, being affected or perceiving itself as being affected by the educational organization.

Other columns exist to identity the interested parties and to describe the way it affects, is affected or perceives itself to be affected by the educational organization.

The table is organized in such a way to allow the identification of interested parties to be done by process, instead of for the organization as a whole. The advantage of doing this identification by process is that it facilitates the identification of more interested parties that might be relevant for a given process, but not for the whole organization, and which might be missed otherwise.

The template provides a structured and systematic approach for identifying interested parties.

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The EO implements, every year, a survey on students in order to know their satisfaction concerning the programs’ contents, teachers/trainers, pedagogical materials and the premises/resources.

The document is essential for the EQAVET implementation methodology since it provides us with an updated information on students’ satisfaction.

The document targets the EO’s recent former students.

This document is related to all the other documents that are referred to the satisfaction evaluation, namely the survey on parents’ satisfaction.

It relates to ISO 21001 Clause: 5.1.2, as it specifically addresses to students’ and other beneficiaries’ satisfaction.

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The EO implements, every year, a survey on parents in order to know their satisfaction concerning the interaction with the school, communication, premises/resources and administrative services.

The document is essential for the EQAVET implementation methodology since it provides the EO with an updated information on parents’ satisfaction.

The document targets the current students’ parents.

It is related to all the other documents that are referred to the satisfaction evaluation, namely the survey on students’ satisfaction.

This document relates to ISO 21001 Clause:5.1.2, as it specifically addresses to parents’ satisfaction.

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The satisfaction and perceived quality questionnaire is administered at the end of the course, prior to the certification/qualification exam. It includes a socio-personal section with categorical variables and a series of self-anchoring scales (scores 1 to 10) on the quality of specific aspects of the course:  1) Organization and logistics; 2) Guidance activities; 3) Knowledge/skills acquired; 5) Teachers; 6) Conditional section relating to any laboratory activities and therefore to be completed only if these have been carried out; 7) Conditional section related to any distance learning activities; 8) Conditional section relating to WBL activities, company visits and testimonials to be filled out only where these have been carried out; 9) Section relating to actions that the learner intends to take at the end of the course.

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The questionnaire is administered every 2 months and at the conclusion of the WBL pathways to monitor progresses both from the point of view of the beneficiary and the company mentors. The dimensions of learning, integration in the workplace and compliance between the training project drawn up at the beginning and the activities assigned/performed are investigated. It is a quick and streamlined tool that does not burden monitoring activities incentivizing a mechanical compilation by both stakeholders.

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