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7242019 Quality Recommendations VET

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QALLLRecommendations



The QALLL Recommendations complement two other main products of the QALLL thematic network

the QALLLitative Report and

the QALLL Project Compendium

Published by

The EuropeanThematicNetworkQALLL ndashQuality Assurance inLifeLong Learning

wwwqallleu

The QALLLproject consortiumis composed by

15European nationalagencies

OeAD-GmbH NationalAgency forLifelong Learning Austria(coordinator)

Agency forEuropeanEducationProgrammesVoG Belgium

DZS AcademicInformationAgency CzechRepublic

NationalAgency -Educationfor Europe atBIBB Germany

CIMO Centre forInternationalMobility Finland

Leacuteargas The Exchange Bureau Ireland

ResearchLiaison Office University of Iceland Iceland

ISFOL NationalAgency forLLP -Leonardo daVinci SectoralProgramme ItalyANEFOREasbl NationalAgency for the Lifelong Learning Programme Luxembourg

CINOP NationalAgency forLifelong Learning Netherlands

SIU NorwegianCentre forInternationalCooperation inHigher Education Norway

InternationellaProgramkontoret InternationalProgramme Office forEducation and Training Sweden

CMEPIUS Centerof the Republicof Sloveniafor Mobility and EuropeanEducationaland Training ProgrammesndashCMEPIUS Slovenia

SAAIC- SlovakAcademicAssociation forInternational Cooperation Slovakia

The Centre forEuropeanUnion Educationand YouthProgrammes Turkey

and two silentpartners

frse ndashThe Foundationfor the Developmentof the EducationSystem Poland

The Education Audiovisualand Culture Executive Agency (EACEA) Brussels

QALLL

Recommendations



Joint approaches

in AE and VET 1

Enhance exchange and coope-ration between adult education

and VET for mutual benefit

Quality Culture 2

Develop and nurture a quality culture

The EQAVET Quality Cycle 3

For constant development make sure toemploy the whole quality cycle

Quality Management Modelsand Indicators 4

Adopt easy-to-use and flexible QMmodels and developchoose meaningful

indicators

Methodologies 5

Make use of the rich repertoire andchoose the methodology that

suits your requirements

983089983088 Recommendations

The publication at hand offers a set of recommendations for the realisa-

tion of quality assurance (QA) in vocational education amp training (VET) and

adult education (AE) They are the outcome of the European thematic net-

work on Quality Assurance in LifeLong Learning (QALLL) which has been

carried out by 15 National Agencies for Lif elong Learning

The recommendations are based on

bull 39 good practice projects which have been subjected to a comparative

analysis fleshing out in detail how they contribute to key issues in Euro-

pean quality assurance policy

bull the outcomes of two QALLL conferences and eleven QALLL national ex-

pert panels carried out in the partner countries as well as

bull a survey on sustainability of project results which was conducted among

the 39 good practice projects

QA is a meaningful and effective cause supporting the further develop-

ment of VET and AE I t helps to establish and improve mutual trust which

constitutes the basis of international cooperation and European transpar-

ency instruments such as the EQF

The importance of QA in VET and AE is reflected by its increasing adoption

on both the policy and implementation level e g the set-up of a European

Network of Reference Points for Quality Assurance in Vocational Education

and Training Thematic Working or the creation of a European Thematic

Working group on QA in AE

QALLL results showed that commonalities in QA between VET and AE pre-

vail Hence the recommendations developed in the framework of QALLL

generally address both educational sectors In the few cases where this is

not possible it is mentioned explicitly in the recommendation

Building the recommendations on a broad data foundation QALLL aims

to reach a wide audience European QALLL conferences and the national

events involved a large variety of stakeholders i e policy makers social

partners project promoters and their part

from national authorities national agencie

sion involved in VET and adult education T

Grundtvig projects that were selected as QAL

educational providers Yet the projects also s

that could stimulate and support activities o

system level

Similarly the recommendations address bot

bull level of implementation i e VET and AE

that develop and implement projects as we

indicated with a yellow arrow gt

and

bull the policy level i e European national an

volved in VET and adult education social p

indicated with a blue arrow gt

Those recommendations that work at both

indicated with a gray arrow

gt

Please refer to the QALLL project compendiu

ples that substantiate the QALLL recomme

solutions The table lsquoproject overviewrsquo on pa

helps you to easily find projects matching QA

the recommendations

Finally the 10 QALLL recommendations sho

as interrelated parts of a coherent framewo

as a set of guidelines for a diverse landsca

rather than a standardised checklist

Introduction

6 Work-basedlearning

Develop QA for work-based learning involvingenterprises

7 Guidance

Build upon existing QA models forguidance and counselling

8 Professionalisation and staffdevelopment

Establish QA as an integral part of pro-fessionalisation and staff development

9 Dissemination and Valorisation

Ensure dissemination and valorisationto enhance impact

10 Innovation in QA

Support further innovation ofquality assurance in AE and VET



Recommendations addressed to

gt the level of implementation

gt the policy level

gt both levels

983089 Joint approaches

in AE and VET

983089 Joint approaches in AE and VET Enhance exchange and cooperation between AE and VET for mutual

The QALLL findings showed that despite some differences in institutional settings target groups

educational sectors in quality assurance VET and AE approaches work in similar patterns

bull The core principles for setting up and maintaining a quality assurance system hold good for bo

and methodologies developed in Leonardo da Vinci and Grundtvig projects can ndash with small adap

sectors

bull The EQAVET quality cycle can be used to guide quality assurance in adult education if the specif

in the indicative descriptors and the reference set of quality indicators

gt Raise awareness for QA in both sectors and

on all levels Further work is required to

achieve a common understanding of QA

concepts standards methodologies and

tools and how they can be applied in adult

education and VET across Europe

gt Promote systematic exchange on all levels

to support further cross-fertilisation of QA

practices

gt Establish a su

between EQAV

sionsrsquo Themat

learning and o

to develop qu

in order to for

sectors on the

gt For AE it is

adopt the

wise a ldquorei

of extra tim

Drawing on the QALLL experiences high benefits of exchange and cooperation around the issues of quality assurance betw

Given the common challenges joint efforts in VET and AE should be enhanced





gt the policy level

gt both levels

983090Quality Culture

983090 Quality Culture Develop and nurture a quality culture

Developing a quality culture is at the heart of quality assurance policies Yet the concept still rema

thematic network ldquoquality culturerdquo was understood as an encompassing organisational culture t

and quality improvement at all levels Developing such a quality culture takes time dedication

formal and bureaucratic structures and procedures and affects the daily practice of the education a

ing a quality culture with its focus on improvement helps to close the quality cycle in institution

approaches allow to thoroughly examine the learning process and to complement the usual quan

So far many quality assurance approaches and models have put a focus on the managerial perspe

aspects remained in the background The future challenge thus lies in designing quality systems t

promote a quality culture at the same time combining a top-down management approach with b

In the QALLL sample some projects promoted a quality culture through individual and collectiv

stakeholder involvement peer review etc These good practices could be used as a starting point

gt Place quality culture at the core of QA en-

deavours Continue the exploration of what

quality culture means and how it contrib-

utes to quality assurance and improvement

gt Appreciate strengths and foster the desire

to improve Clarify and communicate the

benefits of QA

gt Create ownership by involving all stake-

holders right from the very start Integrate

all levels of your institution the manage-

ment as well as the teacherstrainers and

other staff

gt Foster a strong commitment of manage-

ment to create a collaborative culture that

promotes constructive evaluation and

feedback

gt Allow for a balance between standardisa-

tion and creativityinnovation

gt Follow a participatory approach Promote

the active participation of practitioners in

QA and give leeway for self-determination

and self-regulation

gt Balance confidentiality and transparency

and build trust

gt Instil QA and evaluation into the daily prac-

tice of VET and AE professionals promote

collaboration and reflective practice

gt Support exchange and teamwork

between teacherstrainers ndash within the

institution and with other institutions

gt Provide for internal and external feed-

back that directly addresses teaching

and learning

gt Enhance reflective practices using a

(self-)evaluation culture and peer review

methodologies as a central tool

gt Facilitate oppo

development w

ation

gt Provide appro

QA tools to su

gt Discuss furthe

system contin





gt the policy level

gt both levels

983091The EQAVET

Quality Cycle

Planning

gt Facilitate lsquobottom-uprsquo development from

the startgt Involve staff in setting up the QM

system QA relies on teamwork and

leadership and should result in a detailed

and transparent action plan

gt Involve VET providers in setting up the

QM system

gt Set realistic goals

gt Adopt a consistent terminology

gt Respond to and anticipate training needs by

fostering dialogue between training provid-

ers companies and learners

Implementation

gt Adapt curricula to training needs

gt Assess learner competences at the begin-

ning and throughout the learning process

to support individual learning

gt Provide professional development opportu-

nities to pedagogical staff

Evaluation

gt Develop and nurture the spirit of self-

assessmentevaluation and utilise peer

review

gt Measure learning outcomes

gt Implement an lsquoearly warning systemrsquo to

reduce risk of drop-outs

gt Collect comprehensive feedback

gt Focus the assessment on actual improve-

ments with respect to past performance

Review

gt Keep in mind that the review phase is the

ldquolitmus testrdquo for the QAgt Close the cycle and make sure that the re-

view phase takes place reflect on and make

use of evaluation results

gt Recognise reward and build on the positive

outcomes and gradually create a positive

lsquofailure culturersquo i e an organisation where

failure is allowed on the way to improve-

ment

gt Plan the review phase in advance and

reserve time and resources

gt Consider how your review fits into the

(yearly) schedule of your organisation

gt Take a participatory approach engage staff

by making evaluation results available

fostering discussion and providing support

for improvement and change

gt Share and discuss feedback with stakehold-

ers i e learners and other external stake-

holders like companies (where appropriate)

gt Act fast in areas where this is necessary i e

drop-out intervention change of training

needs etc

gt Keep your quality system dynamic Use the

review phase to revise and further develop

your quality system Regularly revise in-

dicators as to whether or not they are stillmeaningful and comply with your strategic

objectives

The Quality Cyc

gt Set up a qualit

ing all phases gt Develop a pos

gt within thegt within the

gt QA is a transve

the organisati

gt Create a qualit

sire for improv

the education

gt Put the focus o

ing outcomes

gt Use qualificati

frameworks a

planning to ev

gt Integrate QA t

development o

resource deve

gt View QA in AE

dynamic tool t

adapted to the

educational sy

983091 The EQAVET Quality Cycle For constant development make sure to employ the whole quality cy

quality cycle

The EQAVET is constructed on a quality assurance and quality improvement cycle It aims to dev

quality assurance of VET systems and VET provision both at E uropean and national levels

Following the quality cycle is useful both for VET and AE In all phases of the cycle specific challen

focus was placed on the application of the whole quality cycle ndash especially the review phase whi

to present a weak spot in QA The following recommendations deal with the four phases individ

whole





gt the policy level

gt both levels

983092Quality

ManagementModels and

Indicators

983092 Quality Management Modelsand Indicators

Adopt easy-to-use and flexible QM models and developchoosemeaningful indicators

To meet the evolving and rapidly changing needs expectations and requirements of society the

training provision have to be regularly evaluated monitored and improved on the basis of evi

system is a means to achieve this It should be seen as an instrument for continuous improveme

based on a quality cycle establishing the appropriate interrelation between planning implemen

and review of VET and AE

A wealth of tailored QM systems and tools exist for VET and AE Instead of inviting proposals fo

ducts should be used adapted and refined This holds good for quality management systems a

which at the core are very much alike (with s ome variation)

Sets of quality standards criteria and indicators for education and training provision on an instit

oped on a large scale providing a good basis for further developments which could focus on ex

gence and refinement

QM systems

gt Choose a transparent easy-to-use and non-bureaucratic QM syst em

and tailor it to your needs and purposes

gt Make sure it reflects the work processes and goals of

the organisation

gt Balance top-down and bottom-up approaches

gt Build upon the commitment of the management and involve staff

throughout the process Benefits to stakeholders especially staff

must be made clear

gt Strengthen the focus on learners and learning outcomes

gt Document your QM system as much as necessary as little as possible

Use documentation as a chance for reflection

gt Keep your QA system dynamic revise and adapt it when needed

Indicators

gt Develop a limited set of meaningful ind

gt comply to an interest objective or n

gt are practical in that they allow to qui

up-to-date and reliable data

gt are sensitive in that they are able to

occurred in the measured variable an

gt are easy to interpret and use

gt When it comes to qualitative data try to

that are able to assess ldquointangiblerdquo facto

VET performance

gt Allow for the development and use of lo

and indicators

gt Foster cooperation and working togeth

indicators that are easy to compare ove

graphical areas

gt The analysis of indicators presents a sna

continuously measure to draw conclusio

indicators need to be revised at appropr

developments





gt the policy level

gt both levels

983093Methodologies

983093 Methodologies Make use of the rich repertoire and choose the methodology

that suits your requirements

On the one hand QALLL projects have focused on evaluation methodologies i e self-evalu

on the other hand on accreditation Evaluation methodologies and accreditation have also b

of national and European quality assurance policies

Methodologies can be used (and analysed) individually but in practice are highly intertwined

basis for any further external evaluation and accreditation in peer review internal and exter

a procedure encompassing several steps Evaluation methodologies and accreditation apply

vider for QALLL this means that they are highly relevant both for vocational education and t

Leonardo da Vinci and Grundtvig projects have developed a number of transparent easy-to

cedures for self-evaluation external evaluation and accreditation These tools at hand can

transferred to other sectors or countries They cover both vocational education and training

gt Prior to the implementation and use of a QA

methodology clearly distinguish between

different methodologies and their func-

tions and base your choice on the current

needs of your organisationthe educational

system

gt Use bottom-up self-evaluation as an impor-

tant element of quality culture raise aware-

ness for its benefits and do not restrict it

to a bureaucratic procedure for compliance

with formal requirements

gt Include qualitative data collection

approaches and qualitative indicators

gt Balance internal and external evaluation

Usually more frequent internal self-

evaluation is accompanied by less frequent

external assessment

gt Consider external evaluation as an approach

in its own right it can be used both as

support for internal improvement and

external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning

983094 Work-based learning Develop QA for work-based learning involving enterprises

Work-based learning has a historically long tradition and is a major part of lifelong learning

tional education and training Some work-based elements are part of most vocational educa

based training has very strong links to employability and labour market strategies

According to the findings of the QALLL thematic network quality assurance of work-based

Within the analysed projects quality management systems procedures standards and indi

suggest that there is gr eat demand for the development of new methods and good practic

tain sectors and European countries regulations and a number of well-functioning tools an

based learning already exist Hence it might be advisable to use these as models and custom

requirements

gt Use quality assurance instruments and

mechanisms of transnational placements

and projects as modelsstarting point

gt Identify and learn from good practices in

countries where quality assurance of work-

based learning exists

gt Involve and support enterprises especially

SMEs in QA development for work-based

learning

gt Intensify cooperation between education

and training institutions and companies

providing work-based learning to develop

common approaches to QA

gt Make sure that evaluation also covers expe-

riences arising from work-based learning

gt Support professionalisation of in-company

trainers by upgrading their pedagogical

competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance

983095 Guidance Build upon existing QA models for Guidance and Counselling

Accessible up-to-date and high-quality guidance provision is an important prerequisite f

component for education training and employability strategies

QALLL projects have shown that a lot of development has taken place in quality assurance

The models and tools developed fit in well with the reference points and selected indicators o

ance Policy Network (ELGPN 2010) and could be used for underpinning European developm

the quality models for guidance follow the EQAVET quality criteria

Lifelong guidance encompasses all sectors of education and training and includes a very wid

target groups institutional settings etc This extraordinary diversity and fragmentation co

lenges in advancing and developing guidance provision Due to the comprehensive nature o

quality assurance in guidance equally applies to adult education and vocational education an

Given the large variety of guidance activities and providers exchange and networking seem

to strike up formal cooperation and coordination between different service providers (regio

a European level) Further activities on the European level could make use of existing netwo

in European partnerships

gt Make use and build on the various good QA

models for Guidance and Counselling that

have been developed by the QALLL projects

ndash including QA systems and networks

gt Link projects to the European Lifelong

Guidance Policy Network (ELGPN 2010)

gt Integrate external evaluation to comple-

ment self-assessmentevaluation in QA of

guidance and counselling

gt Enhance cooperation and coherence of

approach across different institutions and

countries

gt Ensure cooperation with QA policy develop-

ment in VET and AE

gt Create competence and skills profiles for

guidance practitioners

gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels

983096Professionalisation

and staff

development

983096 Professionalisation andstaff development

Establish QA as an integral part of professionalisation and staff devel

Meaningful internal quality assurance and evaluation require new skills and competences o

is a need for specialised qualification of key personnel like quality managers and the commi

ment to QA which must be undergirded by thorough QA knowledge and competences On t

tion capacity building has to include educational staff as key actors for quality improvement

a prerequisite for the integration of ldquoquality workldquo into teachersrsquo and trainersrsquo daily practice

will remain superficial and bureaucratic processes with little impact on the core process of ed

There is however still little awareness of the need for some basic quality assurance and ev

of the general professional profile of teachers and trainers in VET and AE Hence tailored t

missing

As far as external evaluation and accreditation are concerned assessment procedures and

detail in handbooks guidelines and forms Yet the competence requirements for evaluators

usually are not defined specialised training is not foreseen or replaced by a short briefing on

gt Raise awareness for necessary competences

in QA and evaluation as part of the profes-

sional profile of teachers and trainers in AE

and VET

gt Create the necessary infrastructure such as

training centres for educational QA

gt Initiate compulsory QA trainings for teach-

ers trainers and practitioners

gt Establish a QA information and advisory

network for the Leonardo da Vinci and

Grundtvig programme development If

applicable this could be supported by the

EQAVET reference points

gt Provide support for the introduction main-

tenance and further development of QA

and evaluation in VET and AE institutions

gt Incorporate a commitment to QA in the

recruitment of new staff Make it one of the

key preconditions for employment

gt Develop competence profiles and imple-

ment capacity building for educational

staff in QA and (self-)evaluation to enable

them to contribute to the improvement of

the education and training provision and

organisational learning Knowledge and

competences for quality assurance and

evaluation need to be part of initial profes-

sional training and available for existing

staff as part of continuous training

gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation

983097 Dissemination and Valorisation Ensure dissemination and valorisation to enhance the impact of you

The increasing importance of dissemination and valorisation of results reflects a growing aw

ers of the need to secure maximum impact of projects funded by the LLP Both project prom

administration need to make efforts towards transfer and sustainability of results

The research undertaken in QALLL has shown that it is hardly possible to develop test and fu

in the usual span of a European project The notion that products are taken up immediatel

Usually it takes a ldquoseries of projectsrdquo to disseminate and valorise project results So more tim

extensions or follow-up projects are needed

gt Many projects and products Donrsquot produce

more projects ndash transfer adapt and use

them

gt Support follow-up of projects dissemina-

tion valorisation

gt On EU level put the emphasis on TOI

projects both in VET and AE and valorise

activities like thematic networks in the

next programme

gt on the national level provide targeted

support for project promoters

gt National agencies should act as facilita-

tors between project promoters and

policy makers

gt Foster co-operation with national refer-

ence points for QA in VET

gt Support measures like conferences plat-

forms and workshops

gt Make the contributions of European

projects visible use common creative

licensing or similar licensing systems to

be able to show the ldquorootsrdquo of projects

(otherwise good projects which are often

free of charge and available to the public

are copied without reference to the originalprojects)

gt Track analyse and make available good

practices around themes e g through

thematic networks

gt Place emphasis on partner selection

Consider common interests faith in the

products confidence and broad networks

gt In dissemination focus on attractive high

quality results instead of the entire project

Customers are not interested in the project

but in the products

gt Allow for an adaptability of products free

availability and open sources

gt Provide several language versions of the

most important outcomes

gt Involve professional networks important

stakeholders and end users directly e g for

creating the dissemination strategy or for

getting feedback on the products

gt Target dissemination Define target groups

supply specific information and use suitable

and diverse dissemination methods to

reach a specific target group taking national

circumstances Possible activities include

gt workshops which can be national

(smaller groups mother tongue) or

expert workshops (high commitment

and interest)

gt face-to-face meetings and dialogue-

oriented approaches to reach and build

relationships with target groups

gt a combination of diverse methods

e g brochures accompanied by personal

contact or publications in print and

on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels

983089983088Innovation in QA

983089983088 Innovation in QA Support further innovation of quality assurance in AE and VET

Apart from enhanced dissemination and further use of good practice from Leonardo da V

number of areas for f urther innovation on the European level have been identified by the QA

of possible project priorities for development of innovation resulting from the previous rec

adult education and VET and is not exhaustive According to the findings and experiences fu

the following areas

gt Develop a quality culture in VET and AE

institutions

gt Move from top-down QM to a quality

culture shared by professionals

gt Establish quality assurance as part of the

professional profile and tasks of VET amp

AE staff

gt Develop quality assurance supported by

teams cooperation among profession-

als and collegial feedback

gt Promote professional development for

staff in evaluation and quality assurance

(see below)

gt Integrate a learner focus in all aspects of QA

gt Focus on learning outcomes and develop

strategies and models on how to integrate

learning outcomes in QA including also

non-formal and informal settings

gt Make sure that quality development is as

important as quality control

gt

Focus on efficiency and efficacy of qualityassurance

gt Strengthen stakeholder involvement in

QA and devise models for a sustainable

cooperation

gt Extend involvement also to important

external stakeholders

gt Emphasise special areas and topics

gt Develop quality assurance of work-based

learning including involvement of

companies esp SMEs

gt Establish a training infrastructure and

develop training schemes and pro-

grammes for quality assurance for VET

and AE professionals

gt Promote cooperation and external

evaluationaccreditation for guidance

and counselling in VET and AE

gt Design competence profiles and perti-

nent training for (external) evaluators

and assessors (external evaluations

accreditations) for VET and AE

gt Research and d

ing institution

(ldquolatecomersrdquo

gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio

Ebendorferstraszlige 7

T +43 1 53408-

F +43 1 53408-

E lebenslanges-lernwwwlebenslanges

Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September

Thisproject hasbeen funded withthe supportfromthe EuropeanCommission Thispublication reflectsthe viewsonly of the

author and the Commissioncannotbe held responsible for any use whichmay be made of the informationcontained herein



wwwqallleu



The QALLL Recommendations complement two other main products of the QALLL thematic network

the QALLLitative Report and

the QALLL Project Compendium

Published by

The EuropeanThematicNetworkQALLL ndashQuality Assurance inLifeLong Learning

wwwqallleu

The QALLLproject consortiumis composed by

15European nationalagencies

OeAD-GmbH NationalAgency forLifelong Learning Austria(coordinator)

Agency forEuropeanEducationProgrammesVoG Belgium

DZS AcademicInformationAgency CzechRepublic

NationalAgency -Educationfor Europe atBIBB Germany

CIMO Centre forInternationalMobility Finland

Leacuteargas The Exchange Bureau Ireland

ResearchLiaison Office University of Iceland Iceland

ISFOL NationalAgency forLLP -Leonardo daVinci SectoralProgramme ItalyANEFOREasbl NationalAgency for the Lifelong Learning Programme Luxembourg

CINOP NationalAgency forLifelong Learning Netherlands

SIU NorwegianCentre forInternationalCooperation inHigher Education Norway

InternationellaProgramkontoret InternationalProgramme Office forEducation and Training Sweden

CMEPIUS Centerof the Republicof Sloveniafor Mobility and EuropeanEducationaland Training ProgrammesndashCMEPIUS Slovenia

SAAIC- SlovakAcademicAssociation forInternational Cooperation Slovakia

The Centre forEuropeanUnion Educationand YouthProgrammes Turkey

and two silentpartners

frse ndashThe Foundationfor the Developmentof the EducationSystem Poland

The Education Audiovisualand Culture Executive Agency (EACEA) Brussels

QALLL

Recommendations



Joint approaches

in AE and VET 1



Quality Culture 2






indicators

Methodologies 5







































system level





and






gt





the recommendations





Introduction



7 Guidance






10 Innovation in QA






gt the policy level

gt both levels


in AE and VET






sectors











practices

gt Establish a su

between EQAV

sionsrsquo Themat

learning and o

to develop qu

in order to for

sectors on the

gt For AE it is

adopt the

wise a ldquorei

of extra tim







gt the policy level

gt both levels




















benefits of QA





other staff




feedback






and self-regulation


and build trust









and learning




gt Facilitate oppo

development w

ation

gt Provide appro

QA tools to su

gt Discuss furthe

system contin





gt the policy level

gt both levels

983091The EQAVET

Quality Cycle

Planning







QM system






Implementation







Evaluation



review







Review









ment














needs etc





objectives

The Quality Cyc

gt Set up a qualit



gt QA is a transve

the organisati

gt Create a qualit

sire for improv

the education

gt Put the focus o

ing outcomes

gt Use qualificati

frameworks a

planning to ev

gt Integrate QA t

development o

resource deve

gt View QA in AE

dynamic tool t

adapted to the

educational sy


quality cycle






whole





gt the policy level

gt both levels

983092Quality


Indicators














QM systems




the organisation




must be made clear





Indicators










VET performance


and indicators



graphical areas




developments





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu



Joint approaches

in AE and VET 1



Quality Culture 2






indicators

Methodologies 5







































system level





and






gt





the recommendations





Introduction



7 Guidance






10 Innovation in QA






gt the policy level

gt both levels


in AE and VET






sectors











practices

gt Establish a su

between EQAV

sionsrsquo Themat

learning and o

to develop qu

in order to for

sectors on the

gt For AE it is

adopt the

wise a ldquorei

of extra tim







gt the policy level

gt both levels




















benefits of QA





other staff




feedback






and self-regulation


and build trust









and learning




gt Facilitate oppo

development w

ation

gt Provide appro

QA tools to su

gt Discuss furthe

system contin





gt the policy level

gt both levels

983091The EQAVET

Quality Cycle

Planning







QM system






Implementation







Evaluation



review







Review









ment














needs etc





objectives

The Quality Cyc

gt Set up a qualit



gt QA is a transve

the organisati

gt Create a qualit

sire for improv

the education

gt Put the focus o

ing outcomes

gt Use qualificati

frameworks a

planning to ev

gt Integrate QA t

development o

resource deve

gt View QA in AE

dynamic tool t

adapted to the

educational sy


quality cycle






whole





gt the policy level

gt both levels

983092Quality


Indicators














QM systems




the organisation




must be made clear





Indicators










VET performance


and indicators



graphical areas




developments





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels


in AE and VET






sectors











practices

gt Establish a su

between EQAV

sionsrsquo Themat

learning and o

to develop qu

in order to for

sectors on the

gt For AE it is

adopt the

wise a ldquorei

of extra tim







gt the policy level

gt both levels




















benefits of QA





other staff




feedback






and self-regulation


and build trust









and learning




gt Facilitate oppo

development w

ation

gt Provide appro

QA tools to su

gt Discuss furthe

system contin





gt the policy level

gt both levels

983091The EQAVET

Quality Cycle

Planning







QM system






Implementation







Evaluation



review







Review









ment














needs etc





objectives

The Quality Cyc

gt Set up a qualit



gt QA is a transve

the organisati

gt Create a qualit

sire for improv

the education

gt Put the focus o

ing outcomes

gt Use qualificati

frameworks a

planning to ev

gt Integrate QA t

development o

resource deve

gt View QA in AE

dynamic tool t

adapted to the

educational sy


quality cycle






whole





gt the policy level

gt both levels

983092Quality


Indicators














QM systems




the organisation




must be made clear





Indicators










VET performance


and indicators



graphical areas




developments





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels




















benefits of QA





other staff




feedback






and self-regulation


and build trust









and learning




gt Facilitate oppo

development w

ation

gt Provide appro

QA tools to su

gt Discuss furthe

system contin





gt the policy level

gt both levels

983091The EQAVET

Quality Cycle

Planning







QM system






Implementation







Evaluation



review







Review









ment














needs etc





objectives

The Quality Cyc

gt Set up a qualit



gt QA is a transve

the organisati

gt Create a qualit

sire for improv

the education

gt Put the focus o

ing outcomes

gt Use qualificati

frameworks a

planning to ev

gt Integrate QA t

development o

resource deve

gt View QA in AE

dynamic tool t

adapted to the

educational sy


quality cycle






whole





gt the policy level

gt both levels

983092Quality


Indicators














QM systems




the organisation




must be made clear





Indicators










VET performance


and indicators



graphical areas




developments





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels

983091The EQAVET

Quality Cycle

Planning







QM system






Implementation







Evaluation



review







Review









ment














needs etc





objectives

The Quality Cyc

gt Set up a qualit



gt QA is a transve

the organisati

gt Create a qualit

sire for improv

the education

gt Put the focus o

ing outcomes

gt Use qualificati

frameworks a

planning to ev

gt Integrate QA t

development o

resource deve

gt View QA in AE

dynamic tool t

adapted to the

educational sy


quality cycle






whole





gt the policy level

gt both levels

983092Quality


Indicators














QM systems




the organisation




must be made clear





Indicators










VET performance


and indicators



graphical areas




developments





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels

983092Quality


Indicators














QM systems




the organisation




must be made clear





Indicators










VET performance


and indicators



graphical areas




developments





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels

983093Methodologies


















system











external assessment




external control

gt Use Peer Revie

evaluation tha

exchange and

gt Employ existin

tional accredit

which also inc

learning and f

tion tools amo

projects





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels

983094Work-based

learning










requirements









learning









competences

gt Foster cooper

trainers teach

professional t

in-company t

in enterprises

gt Enable regula

teachers

gt Put web porta

practice tools

establishing a

practice for QA





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels

983095Guidance



























countries


ment in VET and AE



gt Assess the effi

counselling ac

gt Set up quality

services





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels


and staff

development











missing







and VET


























gt Include coope

order to suppo

ance and evalu

gt Use self-evalu

enhance profe

legiality

gt Define compe

training schem

and assessors

gt Share good pr

educational se





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels

983097Dissemination

and Valorisation











them


tion valorisation




next programme





policy makers




forms and workshops










thematic networks







but in the products

















and interest)







on-line

gt well-desig

paigns and

gt the involve

cies to faci

gt Consider polic

target group f

gt Be aware of th

early present

present in rele

continue disse

project (and p

gt Dissemination

adequate bud

start Keep dis

all times and m

gt Consider mak

creating an as

users of your p

dissemination

with after the

sional publish

could have a r

new project c

semination

gt Evaluate the im

activities





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu





gt the policy level

gt both levels







the following areas


institutions





AE staff






(see below)








gt




cooperation






companies esp SMEs












gt Research and d

ing institution


gt On the Europe

these further i

and discussion

gt The purpo

evaluation

their diver

in particula

evaluation

gt The questi

models of)

and impro

and trainin



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu



Editor

OeAD-GmbH Natio


T +43 1 53408-

F +43 1 53408-


Graphicdesign layo

AlexandraReidinge

Printing

PaulGerin GmbH amp

Vienna September





wwwqallleu



wwwqallleu

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