A three-level system
Each indicator has been developed on a three-level system, ranging from Level 1 (Minimum requirements) to Level 3 (Excellent) in order to have a more comprehensive and simultaneously more simple application of the Indicators among the stakeholders: comprehensive because it is a multi-level approach that covers all the possible implementation of Quality Assurance for VET providers and simple because it is synthetized in just three levels.
| Indicators | Level 1 (Minimum requirements) | Level 2 (Expected or good requirements) | Level 3 (Excellent) |
|---|---|---|---|
| 1.Policy/Strategy | |||
| a. Vision | Stated in formal documents as foreseen by minimum standards according to national regulations | Stated in formal documents as foreseen by expected or good standards according to national regulations | Stated in formal documents as foreseen by excellent standards according to national regulations |
| b. Mission | Stated in formal documents as foreseen by minimum standards according to national regulations | Stated in formal documents as foreseen by expected or good standards according to national regulations | Stated in formal documents as foreseen by excellent standards according to national regulations |
| c. Networking | Less than 30% of the associations with which a partnership is formed are specialized in ADHD | Between 30% and 60% of the associations with which a partnership is formed are specialized in ADHD | More than 60% of the associations with which a partnership is formed are specialized in ADHD |
| c. Updating | Less than 30% of staff was trained last year with the economic support of the VET provider | Between 30% and 60% of staff was trained last year with the economic support of the VET provider | More than 60% of staff was trained last year with the economic support of the VET provider |
| 2.Learning content | |||
| a. Learning methods* 2.1 | The VET provider can prove it has stated explicitly its teaching methods relevant to students with special needs, especially concerning ADHD | The VET provider can demonstrate that its teaching methods are selected on the basis of content, outcome and effectiveness with regards to student with special needs, especially concerning ADHD | The VET provider can demonstrate that its teaching methods reflect the current state of the art in teaching and training to students with special needs, especially concerning ADHD |
| 2.1.a | A few of these measures are adopted | All of these measures are adopted | All of these measures are adopted and new measures are continuously customized whenever it's needed |
| 2.1.b | A few of these measures are adopted | All of these measures are adopted | All of these measures are adopted and new measures are continuously customized whenever it's needed |
| 3.Training delivery | |||
| a. Learning material | None | Partially | All |
| b. Customized assessment | Never | Sometimes | Always |
| c. Learning environment | Never | Sometimes | Always |
| d. Individual needs | None | Partially | All |
| e. Support | None | Partially | All |
| 4. Organization | |||
| a. Staff development | Less than 30% of staff was trained last year | Between 30% and 60% of staff was trained last year | More than 60% of staff was trained last year |
| b. Staff competences | Less than 30% of staff is offering customized services to learners with ADHD | Between 30% and 60% of staff is offering customized services to learners with ADHD | More than 60% of staff is offering customized services to learners with ADHD |
| c. Placement facilitation | Never | Sometimes | Always |
| d. Monitoring instruments | Never | Sometimes | Always |