Report template country research - Russia (стр. 5 )

Table 11.

Review descriptors	Used yes - no
1	2	3	4	5	Average
Use the analysis and facts (of your indicators for success)	1	1	2	15	13	4,19
Secure the follow-up.	2	1	4	15	10	3,94
Give feedback to students and all stakeholders	0	2	2	11	17	4,344

Conclusion: The respondents as the most "bottleneck" named the following measures, but "analysis and evidence" also received a low score. This is consistent with the results of evaluation descriptors.

Table 12.

Actors / stakeholders  descriptors	Used yes - no
1	2	3	4	5	Average
Listen to the market needs and meet the professionals here	0	2	3	13	14	4,22
Listen to the students and support both strong students and students with personal problems	0	2	2	13	15	4,28
Educate trainers even more	0	0	4	12	16	4,375
Take all stakeholders seriously and involve them	0	1	4	16	11	4,156

Conclusion: The evaluation of existing descriptors smooth makers and stakeholders. Several lower ratings received "careful and serious attitude to all stakeholders and their involvement."

Comment: a study in the framework of research work "Development of scientific and methodical, normative and organizational and methodical support of additional professional education and further education of adults as components of the continuous education", showed a pronounced lack of stakeholder engagement. Therefore it can be assumed or the specifics of the sample, or incomplete knowledge of the respondents in this matter.

Indicators used in the EU provider model on quality of education

Table 13.

Indicator of CQAF VET model	Relevance (1 is not relevant, 5 very relevant):	Usage: Yes – No
Curriculum
Taking account of learners experience	3,97	30-2
Arranging employers involvement in development and delivery of education	4,44	31-1
The status of your education programmes	4,53	31-1
Learning methods
The didactical approach	4,22	28-4
Teaching adapted to target group	4,47	32-0
Intake and entry level
Collecting of learner’s information	4,28	32-0
Coaching, mentoring, tutoring
Specification of tasks and roles within the learning process	4,47	32-0
Allocation as well as development of proper staff	4,69	32-0
Leadership
Shared vision on quality	4,59	31-1
Arranging for systematic evaluation	4,41	32-0

Table 14.

Indicator of CQAF VET model	Relevance (1 is not relevant, 5 very relevant):	Usage: Yes – No
Outcome and accountability
Transparency regarding results achieved	4,5	32-0
Staff development and staff allocation
Arranging for competence profile of teaching staff	4,03	22-10
Social responsibility
Incorporation of social responsibility in education	4,31	28-14
Demonstration of Institute’s social responsibility	4,34	30-2
Accessibility
Arranging for open access to all potential students	4,62	31-1
Arranging for equal opportunities for groups at risk	4,47	28-4
Guidance and care
Arrangement regarding guidance and care structure	4,47	32-0
Arrangements for rights and responsibilities of learners	4,69	32-0
Apprenticeship work based learning
Transparency of  tasks and responsibilities in work based learning and similar forms of education	4,22	31-1
Achieving minimum level of entry requirements for work based earning and similar forms of education	4,09	29-3
Examination
Examination  reflects demands of stakeholder (of government etc. as well as of employers)	4,47	32-0
Recognition of learning outcome by professionals (non-teachers)	4,75	31-1

Table 15.

Indicators of model CQAF VET	Descriptions	Rating of using	Comments from an interview
Сurriculum	3,97	It is not always possible and not always appropriate
Taking into account the experience of the learner	4,44	The weak point in the development of programs
Employers involved in the development of education and implementation of educational services	4,53	It requires development and quality programs and quality educational materials
Teaching methods	The didactic approach	4,22	Interviewers:
Teaching adapted to the target audience	4,47	It mentioned by respondents quite rarely
Request for the labor market and the initial (professional) level	Gathering information on students	4,28	The teachers are not prepared to be flexible
Coaching, mentoring, tutoring	Specification of tasks and roles in the learning process	4,47	The problem is not in the collection of information (she is going), and its processing and subsequent use by those who need it
Selection of the appropriate staff, its professional development	4,69	Teachers/trainers do it in very different ways depending on their qualifications
Leadership	Total quality vision	4,59	It is necessary to create conditions for young people to stay high school was an honor, prestige, money
Conducting systematic evaluation	4,41	On this question no definite answer. Obviously, to achieve a perfect-satisfied of all stakeholders is almost impossible
Results and accountability	The transparency of the results achieved	4,5	We carry out internal monitoring and "external" investigations. Quality is high enough for all participants in the process, but if something is "slack" - track and react
The development and recruitment	Create a profile of competences for teachers	4,03	The results of certification, accreditation, questioning students and employers
Social responsibility	The inclusion of social responsibility in education	4,31	It is difficult. And the teachers are not in a hurry to update the information in a timely manner and the department did not pass it to the site.
Demonstrating social responsibility agencies	4,34	Interviewers:
Availability	Providing open access to all potential learners	4,62	Social responsibility is understood by respondents is very different: Russia's understanding is different from the European. For example, the creation of an accessible environment is considered likely whim of the authorities.
Equal opportunities for groups at risk	4,47	Interviewers:
Supervision and support	Arrangements for supervision and support structure	4,47	Accordingly, social responsibility is not actively demonstrated.
Arrangements for Student Rights and Responsibilities	4,69	Interviewers:
Discipleship / training on the job	The transparency of tasks and responsibilities in the field of learning on the job and other similar forms of education	4,22	It is believed that "those who need to know everything"
Implementation of minimum entry requirements for training on the job, and other similar forms of education	4,09	See above. Social responsibility.
Examinations	Exams reflect the requirements of stakeholders (both government and employers)	4,47	Hosts do not always work in good faith, but on the whole work.
Recognition of professional learning outcomes (not teachers)	4,75	Students are abusing their rights in recent years

Conclusion: The analysis of the table shows that less than all respondents assessed the use of indicators that reflect the interests and level of interaction with the students. Several higher priced use of indicators that reflect the quality of the development and implementation of training programs, as well as the recognition of learning outcomes. Not bad evaluated indicators reflecting the composition and the work of teachers and trainers. Above all evaluated using indicators related to different aspects of the management of the educational institution.