Education, vocational education and training Institutions 2018-01-28T12:45:48+00:00

Education, vocational education and training Institutions

We offer Universities, Training Institutions and Vocational Education & Training programs Consultation, Evaluation and Preparation Services to get certified based on the following International Standards:

  • ISO 29990: ISO 29990:2010 is an International Standard for providers of training and further training, which is certifiable and is to the state of the art in conformity to the ISO requirements placed on management systems.

    The Standard addresses all types of educational institutions. including single trainers, private seminar providers, organizations providing further training with courses, curricula and internal training as well as further training up to universities. The Standard has some congruent features with other management systems, above all with ISO 9001:2008. 

    ISO 29990 is basically subdivided into two areas: into teaching services (for example, these services include designing, providing and monitoring of teaching services) and management at the teaching provider’s (for example, these services include the business plan, financial management, risk management as well as HR (Human Resources) management). This Standard is the first Standard for training providers that is valid on an international scale. The advantages for teaching providers are transparency of their own services, international comparability and working according to defined processes for quality assurance. The ISO 29990 Certificate is an objective demonstration of performance and primarily is to create confidence. 

 
  • ESG 2009: Standards and Guidelines for Quality Assurance in the European Higher Education Area: ENQA report on Standards and Guidelines for Quality Assurance in the European Higher Education Area
 
  • JC, SEVAL and DeGEval Standards to evaluate vocational education and training program: JC, SEVAL and DeGEval standards claim to cover the entire spectrum of evaluation models and incorporate pluralistic epistemology and methodology. On the one hand, they do not favour any specific evaluation model or group ofmodels. On the other hand, it has been shown that some models, especially if they are used ‘purely’, conflict with some standards. In practice a mix of evaluation models is applied when drawing on evaluation and analysis experience to design and implement a concrete evaluation. In so doing, evaluators often meet evaluation standards, even if they do not know them. This is not to say that all, or even the majority of, evaluations are high quality in terms of evaluation standards; judging this requires systematic meta-evaluations, which have not yet been conducted.