CAF in the Education Sector Upper Secondary Schools of NordTrndelag

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CAF in the Education Sector Upper Secondary
Schools of Nord-Trøndelag

• Presentation at the 1st International Conference
  on Implementation of the Common Assessment
  Framework in Local Authority
• Athens, March 2008
• Even Fossum Svendsen
• Deputy Director, Nord-Trøndelag County Council
  Administration

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Nord-Trøndelag County

• Inhabitants 130000
• Upper secondary schools 11
• Pupils/apprentices (16-19 y.) 6300
• Education sector employees 1500
• County Council
• the upper secondary schools should be
  the best in the country
• the goals should be reached by the use
  of quality management, innovation
  and entrepreneurship

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Implementation strategy and -process

• Objectives
• Providing knowledge, comprehension and
  skills in quality work
• Changing and developing the schools
• Performing more correct quality
• Running the quality work on their own
• Network
• Method of individual and organisational learning
• 15 units/schools 2 networks 2 years
• Platform for discussion and reflection
• Following up milestones PDCA

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The quality system

• Provide development - better practise
• Designed upon the PDCA cycle, linked to
  the existing planning structure
• 15 tools in the system, including CAF - follows
  the PDCA cycle
• Concrete annual milestones
• Analyse results, pinpoint possible strategic
  effects, and prioritize most important actions
• Planning and implementation of concrete actions
• Implemented in all schools

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County level

• Network run by the Director
  of Education
• Providing tools, resources and
  knowledge to the schools
• Monitoring the results and units
• Department of Education participates in the
  quality process - as the schools
• The Department of Education received Committed
  to Excellence in 2007
• Steering through organising

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Tailoring the CAF examples

• Adjusting the examples
• More precise and adequate
• Explaining the model with the use of
  school-terms
• Documentation appendix
• Linking CAF to the law of education and local
  objectives
• Not destroying CAF principles - just clarifying
  it
• Easing the entry to TQM

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Sustainable quality

• Benchlearning
• Action-reflexion learning
• Keeping the cycle moving
• Annual plan, CAF assessment date
• Obligation to the political level
• Annual quality report
• Directors dialogue of steering
• Following up after networking
• 3 - layer PDCA - coordinated activities

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Learning outcome

• In general
• Raised engagement, learning environment and
  performing skills
• Knowledge of own organisation, strengths and
  weaknesses
• Individual level
• Importance of development processes
• Conscience of quality, mission and tasks
• Organisation level
• Realizing the potential of bettering Discovering
  non-satisfactory routines
• Uncovering and sharing silent knowledge

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Changes

• Education sector in movement
• Increase on all CAF criterias
• Overall forces society results,
  partnerships and key performance results
• Significant weaknesses 2007
• People results, leadership, citizen/customers
  results
• Significant increases 2008
• People results, leadership, citizen/customer
  results

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Results 2006 2008, 3 X CAF
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Development
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Conclusions

• Understanding the need for change
• Strong focus on improvement
• No revolution - just the first steps
  towards more correct quality
• Distinct improvement and change
  in the educational sector
• Implementation strategy and process as critical
  factors for the results
• CAF model as provider of organisational quality
  status
• Keeping the PDCA cycle moving
• Tailoring of CAF not necessary, but ease the entry

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Thank you!

• even-fossum.svendsen_at_ntfk.no
• Nord-Trøndelag fylkeskommune
• Avdeling for videregående opplæring
• 7735 Steinkjer
• Norway
• www.ntfk.no