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Creating Coherence of internal and external quality assurance mechanisms

Systems should strive over time to achieve balance and coherence across different mechanisms that have been developed to meet the demands and expectations of stakeholders working both within Institutions and in the wider school education system in conformity with the Higher Education Authority. Quality assurance approaches can encompass a range of mechanisms (tools, processes and actors) to monitor overall system performance, policy implementation, school and staff effectiveness, and individual student outcomes.

Trust and shared accountability

Trust and respect between and among internal and external actors are fundamental for effective evaluation and school development. Increasingly, education systems distribute governance responsibilities across national, local and school levels. There is a more equal sharing of accountability for learner outcomes and engagement in and support for school development. Shifts to multi-level governance may also require shifts in system cultures and individual mindsets. This may be enhanced through mutual commitment of internal and external actors to evaluation as a means to improve processes and outcomes.

Creating Opportunities to support innovation in schools

School leaders and teachers need opportunities to take considered risks in order to innovate and develop. Careful attention to data on the impact of innovations, including potential unintended outcomes, is essential. Risk is inherent to the process of innovation. Systems that support the synergy of external and internal quality assurance mechanisms will have more in-built resilience for the complex process of change. This includes shared attention to quality and outcomes; openness to new ideas; open channels of communication among internal and external actors; and capacity to respond quickly to identified needs.

Creating Networks to Support Development

Networks between schools and with local and wider communities can support collective engagement, build social and intellectual capital and spark new synergies across school systems. Networked professional learning communities, which bring together practitioners within a school or link or cluster institutions, can incentivise pedagogical and school development. Networks with clear objectives, that are well-managed, and which build on evidence (including quality assurance data) can effectively support collaboration for change.

Building capacity for generating, interpreting, and using data in Quality Assurance management

Investments in building the capacity of key actors to generate, interpret, and use data are crucial. Investments in the capacity development of actors at school and local levels can help to develop technical knowledge on generating, interpreting, and using quantitative and qualitative data, and developing internal support for evaluation. This is an important factor in ensuring school self-evaluation supports school development.

Shared understanding and dialogue among stakeholders

Quality assurance approaches should support the development of a common language and shared understanding among internal and external actors that the fundamental purpose of evaluation is to support school development. Education actors and stakeholders typically come from different professional backgrounds and contexts. They frequently use different vocabularies to discuss quality assurance. To be effective, quality assurance should be accessible for all stakeholders. A shared language of teaching and learning – focused on learner needs and progress - should be at the heart of communications among all education stakeholders.