Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner’s perspective.

Source: CEDEFOP - Terminology of European education and training policy

4.6 - External Evaluation

Abstract

Feedback is often collected from students and from teachers and trainers, but, as a Quality
Manager, you should not underestimate the importance of having external feedback on the
activities and on the results of the training.

4.2 - Learners’ feedback – teaching environment

Abstract

As a Quality Manager you should be aware that students will be more motivated to learn in a
teaching environment that meets their needs and thus, it is important to obtain feedback from
students about the teaching environment. This needs to be done regularly, preferably every three
months and should consider all details of the teaching environment. Eventually, this might contribute
to the participation and completion rates in VET programmes.

4.1 - Learners’ feedback – learning experience

Abstract

In order to meet the needs of the learners and thus to provide the best VET entrepreneurship
education possible, as a Quality Manager you need to gain learner feedback on their learning
experience
. Thus, education can be improved in a way that enables learners to make the most of
themselves.

3.4 - EU networks for VET providers: learning, exchanging, cooperating

Abstract

While your VET institution and its quality management system might be in perfect working order,
there is always something you can learn from others as a Quality Manager, especially in contexts
where many different providers and stakeholders come together. Participating in external networks,
especially at EU level, is a way to offer VET staff as well as students interesting opportunities for
learning, exchange and cooperation
, as well as to improve the quality of your VET provision.

3.2 - Enhance Transnational Mobility of trainers and learners

Abstract

Transnational cooperation through participation in conferences, study visits, joint projects or mobility of teachers and students provides opportunities for learning and thus for improving quality. The activities conducted may reinforce one another and create synergy: a study visit might turn into sustained cooperation and joint projects, participation at a conference may lead to common visits and exchange of students, teachers and trainers.

3.1 - Design the links with and engage the external collaborator

Abstract

To enhance the quality of education and make your VET institution a dynamic educational
environment, it is important to design links with external collaborators, but also to engage them in
your educational practices. As Quality Manager, you should be aware that, for VET providers,
cooperation with external stakeholders and in particular the world of work is a key activity with
many different benefits for the quality of the training.

2.9 - Organising needed infrastructure and resources

Abstract

As a Quality Manager you should also consider the planning of physical and material resources.
Correct and timely planning resources are essential for the training development according to all
quality requirements. The training characteristics dictate the conditions required in terms of: facilities
(infrastructure and space), human resources and equipment.

2.8 - Design of the Training Methodology

Abstract

The training methodology deals with the methods aimed to design and implement training. To be
able to identify and correctly implement the training method best suited to the goal of the
Training Course is a fundamental step in the quality management of an organization. As Quality
Manager you should appoint a responsible person in charge to study and research the best suited
training methodologies that exist, and to adapt them to the specific needs of his/her organization.

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