Quality management at HLMW9

The educational system and the secondary vocational school system in particular are facing changes as far as qualifications and expectations are concerned. The impact of new technologies and new forms of teaching and learning have rendered more onerous the organisation of educational processes. It is essential to efficiently prepare students for future personal and professional demands. Colleges for higher vocational education, including the HLMW9, have implemented a quality initiative in an effort to enhance empowerment of individual schools, ensure sustainability of school and teaching development as well as noticeably improve teaching quality.

Quality assurance and enhancement in the educational sector have become major issues in Europe. They support the necessary coordination between the labour market and the educational system (supply and demand) and contribute to a better employability of graduates and an improved access to further education. They enhance confidence in educational opportunities and thus support national and international mobility and life-long learning.

Within the framework of the Quality Initiative for Vocational Education, the HLMW9 has systematically worked on the enhancement and assurance of quality since 2005. These efforts focus on the systematic assurance and development of the quality of teaching as well as the quality of administrative services.

Within the framework of the Quality Initiative for Vocational Education, the following quality management instruments are used at HLMW9:

  • Mission statement
  • Quality objectives matrix
  • Definition of key processes
  • Work/school program including enhancement and assurance goals
  • Evaluation
  • Quality report
  • Personnel development

For each school year, nationwide quality goals are defined in addition to school-specific goals. The first nationwide goal, for instance, was transparency in the assessment of student performances (“Transparenz der Leistungsbeurteilung”).  In this regard, all teachers at HLMW9 must provide the students with the assessment criteria in written form for their respective subjects at the beginning of each school year.

The current quality goals for the school year 2013/14 are:

  • Coordination of educational development in the province: implementation of a nationwide process of support for the preparation of the new partially standardized and competence-oriented matriculation and diploma examination starting with the school year 2015. Preparation of the new upper secondary level (“Oberstufe neu”) in the course of modularisation that starts with the school year 2014/15.
  • Individualisation: The focus is on a variety of teaching and learning by means of COOL classes (cooperative, open learning), support frameworks, project-based teaching, team teaching etc.
  • Gender and diversity competence: gender mainstreaming and diversity are considered an integrative part of quality management and therefore must be implemented on all levels of management and in every domain of educational institutions. A key principle is gender equality.
  • The brand “HUM” (schools and colleges of social and services industries): The focus is on the implementation of its principles in everyday school life and the public relations domain.

At HLMW9, in cooperation with the school administration, school quality managers monitor and follow up the implementation of the respective quality domains which are discussed and evaluated in respective division meetings and at pedagogical conferences.